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FOR IMMEDIATE RELEASE: July 30, 2014

Press Contacts:

Jia Lee, Elementary School teacher and Public School parent

Mike Schirtzer, Social Studies High School teacher

Media@morecaucusnyc.org

Teachers, Parents and Students Stand Strong for Tenure

Due Process Protects Teachers who Protect their Students

 

Tenure gives teachers the right to stand up for their students’ best interests, even in the face of poor leadership or poor policy. It accords those who spend the most time with students the respect and responsibility of making best decisions on their students’ behalf. Thus, recent attacks on tenure have nothing to do with improving teaching and learning. They are designed to undermine teacher’s unions and silence educators’ voices.

 

Critics who claim, ‘tenure is a job for life’ or ‘tenure protects incompetent teachers’ are misrepresenting the facts. It takes several years to earn tenure in New York State, and in reality, tenure is nothing more than due process. It provides only two job protections: 1) a school district must have cause for terminating a teacher and 2) an independent agent ultimately decides whether or not the teacher is fired.

 

Attacks on tenure are cloaked in civil rights language and claim to defend children from incompetent educators. In reality, there is no evidence showing that tenure harms children. In fact, states that afford teachers tenure, like Massachusetts, consistently show higher student achievement levels than states like Mississippi, where teachers do not have tenure. (According to nationwide NAEP scores.)

 

Tenure allows educators to blow the whistle on violations that harm our children. This can include advocating for students with special needs who have been deprived of proper services.

 

Karen Sprowal, a public school parent says, “The argument is always about the “bad apples” when speaking about teacher tenure. As a parent of an often under-served specials needs child, for the sake of “budget cuts”, or so I have been told, I can tell you that all of the most fierce student advocate teachers were always tenured. The teachers that weren’t tenured always remain silent for fear of being fired or removed if they spoke out about any inequities. In fact it got so bad at my son’s school that we couldn’t even get non- tenured teachers to participate on School Leadership Team  because of the principal’s mere presence.”

 

Students from the New York City Student Union agreed that campaigns focused on eliminating teacher tenure do more harm than good, and divert attention from more pressing issues facing our educational system.

 

“By eliminating teacher tenure, we risk further disconnecting students and teachers, and make it harder for them to have transformational dialogue about what actually needs to be done in our classrooms to further the growth of students.  Both students and teachers are being exploited by a system at large. Our energies are used to profit large corporations that dictate our education–both students and teachers deserve rights that will not put them at risk of being removed, silenced, or further marginalized. Our energies and resources ought to be used to grow our educational communities, not put towards extra policing efforts.”

-Primi Akhtar (2014 graduate of Queens Metropolitan High School)

 

At the heart of the attacks on tenure is an attempt to silence educators from speaking out against “reform” policies that privilege data and profits rather than children. Far too many public education decisions are made in corporate boardrooms and political back-rooms, without the input of the real stakeholders, parents and educators. The educators of MORE-UFT have worked to expose and change these policies. Any erosion of tenure will silence a great many of our voices. This will surely quicken the damage that is being done to our public schools.

 

Jia Lee, parent, teacher, and conscientious-objector to this year’s standardized testing regime explains, “Tenure is a threat to those who stand to gain from privatizing public education. Tenure allows educators to establish democratic practices in our schools, such as consultation committees, without worrying about being targeted for bringing up issues that directly impact the well-being of our students. When we recognize that the market based reforms of Common Core Standards and high stakes testing place a stranglehold on our ability to provide our students with what they need, we should not be fearful of speaking out. Advocacy for students’ needs begins with a teacher’s ability to teach without fear.”

 

In 1964, tenure allowed eight city teachers, including Sandra Adickles, to ride south on a voluntary transfer and teach at a ‘freedom school’ during the Civil Rights Movement. Ms. Adickles’ bravery later led to a US Supreme Court decision making it more difficult for southerners to deny rights under the Equal Protection Clause of the US Constitution. Teachers like Ms. Lee, and Ms. Adickles help make our country stronger and more equitable, and tenure makes their brave actions possible.

 

Tenure is essential in protecting the best of our profession, because it allows us to speak freely and advocate for our students, ourselves, and our communities.

 

Please see our full statement “In Support Of Tenure” here

The Movement of Rank and File Educators is the social justice caucus of UFT. We are a group of working public educators and parents, that stand firmly for tenure and independently arbitrated due process rights, including seniority rights, for all educators.

Congratulations for those who have accepted nominations for the new MORE Steering Committee which takes office for a 6 month term starting on August 1. 
 
The current steering committee has proposed, that rather than having an election to choose 9 out of these 11 (or 10?) qualified candidates, that we simply accept all of them as new member of the steering committee.  This decision will be ratified at the MORE Retreat this coming week on Thursday, July 17 (11am-5pm, CUNY Graduate Center, 365 5th Ave. @ 34th st., 6 to 33rd, D,F,M,N,R to Herald Square).


Megan Behrent
has taught English at Franklin D. Roosevelt High School in Brooklyn for 15 years. She has been a UFT delegate for FDR since 2007. In the Delegate Assembly, she has raised resolutions to support the rights of ATRs, to fight school closings/turnarounds, and to show solidarity with other unions. She is a founding member of MORE and active in the National Network of Social Justice Educators. As an education activist, she has appeared on the Melissa Harris Parry show on MSNBC and written for diverse publications including Socialist Worker, New Politics, Labor Notes and the Harvard Education Review.
Lauren Cohen entered teaching through the NYC Teaching Fellows in 2005 as a mid-year replacement for a K-2 self-contained special education teacher at a high-needs school in Harlem. She taught there for two more full school years. She spent the next 5 years at a Title 1 school in the East Village where she gained a reputation among her colleagues for speaking out against administrative mandates that were detrimental to student learning (such as canceling extended day enrichment programs in favor of test prep aligned to faulty and inaccurate Acuity results). She currently teaches at P.S. 321 in Park Slope, where the privileges available to her current students have only strengthened her resolve to fight for a more equitable system on behalf of the students she left behind. For the past two years, Lauren has worked with parents, teachers, and others in Change the Stakes, fighting against the use of standardized tests to punish schools, teachers, and students. She attended her first MORE meeting in the spring of 2012 and was thrilled to meet so many like-minded educators. She ran on the MORE slate for Elementary Executive Board in the UFT election, and she now serves as the chapter delegate for P.S. 321.
Francesca Gomes is an 8th Grade Humanities (ELA and Social Studies) Teacher at New Voices MS 443 in District 15.  She has been a member of the UFT for 13 years, and the only UFT Delegate for her school for the last five years.  She led the “Vote No” campaign at her school beginning on the first day after the 2014 contract proposal was announced.  Originally a member of Teachers for a Just Contract, she then became a member of the Independent Caucus of Educators, and is proud to have been a member of MORE since its early days.

Janice Manning is currently a fifth grade Special Education Teacher in an Integrated Co-Teaching Classroom at P.S. 503 in Sunset Park, Brooklyn.  This is her 10th year teaching in New York City Public Schools.  She started her teaching career as a fourth grade teacher in Fort Worth, Texas.  After teaching in Fort Worth for a year, she taught English as a foreign language in Znamenka, Ukraine as a Peace Corps Volunteer.  She began attending MORE meetings in January of this year and is passionate about working with other educators to organize ways to improve education for ALL students.
Megan Moskop is a current member of the steering committee. She is a Special Education teacher and UFT delegate at M.S. 324 in Washington Heights, where she began teaching in 2009 through Teach for America. Megan was raised by educators in North Carolina, and her first “real” teaching job was in Malta as a Fulbright English Teaching Assistant.  In addition to her work MORE, she serves as Learning Labs Director for the Manhattan Young Democrats, and she is a member of Teachers Unite. Deeply thankful for and inspired by her own teachers and students, Megan is committed to the improvement of learning and working conditions in schools everywhere, starting here.
Francesco Portelos is an engineer turned middle school STEM teacher. Over the last two years he has become a very strong advocate for educators and students. His advocacy did not come without sacrifice. After speaking up, he became a target and was removed from his teaching position. This did not stop Francesco. He ran and won the UFT Chapter Leader position in his school even though he is forbidden from entering the building. He has been successfully mobilizing and supporting his chapter and many other educators who read about his fight and seek his guidance from around the city and around the country. His objective is use his knowledge, leadership skills and out-of-the-box thinking to bring MORE to a point where they are successfully filling the great void left by our UFT Leaders. Read more at www.educatorfightsback.org  Follow on Twitter: @MrPortelos
Kevin Prosen is chapter leader at I.S. 230 in Jackson Heights, Queens.  He campaigned as part of MORE’s slate for the executive board in last year’s elections, and has organized mass grievance campaigns at his school involving up to 35 members of his chapter.  He has been active in the MORE chapter organizing committee this year and has been organizing outreach to other chapter leaders in the city. His writings on UFT issues have appeared inJacobin andSocialist Worker.
Mindy Rosier is a native New Yorker who graduated from Marymount Manhattan College with a B.A. in Psychology and Elementary Education and Fordham University with an M.S. Ed in Early Childhood Special Education. She has been a teacher for 17 years, including 3 years at the NY Foundling Hospital and currently 8 years with the Department of Education in a District 75 school.After seeing the hardships that her school has endured and after researching the education system itself, she became active to promote an improvement in the quality of education for all children.
Mike Schirtzer is a lifelong Brooklynite, graduate of the NYC public schools and CUNY, teacher and UFT Delegate. Teaching has always been and still is his lifelong dream and his work here in MORE is just a continuation of fulfilling the goal of being the best teacher he can be! He has planned and mobilized several events, forums, and ran for UFT & NYSUT office as MORE. He was on the original planning committee, first steering committee, and organized MORE’s social media, press, contract campaign, and South Brooklyn groups.
Patrick Walsh a three-time elected UFT chapter who believes that the only force  that can  save our profession from the predators is our union and the only force that can save our union from itself is us.

 

On Wednesday July 16th 2014 we are hosting a summer series panel and open discussion on the history of groups that have competed for power and influence within the UFT. We will also examine the implications for MORE. More event Information here

Below are readings and video lectures from union/UFT historians on the background of the founding of UFT and Unity caucus, the ruling party of our union.

Suggested Readings

Democracy & Politics in the UFT, 1976 Edition

Democracy and Politics in the UFT is being reprinted in its original with no changes in order to provide a snapshot of the state of the UFT and education circa 1976 and how one opposition group approached these issues.Thanks to Vera Pavone, Ira Goldfine and Norm Scott for creating an online version of the pamphlet they produced almost 40 years ago.

http://www.scribd.com/doc/233191682/Democracy-Politics-in-the-UFT-1976-Ed

UFT/Unity Caucus Early History from “City Unions”

This chapter on the founding of the UFT and how Shanker consolidated power from the book “City Unions”. There is a lot of insight into how Unity has controlled the UFT since its inception.

 

http://www.scribd.com/doc/158371024/City-Unions-chapter-8

 

 

Here we have a series of videos about the history of our union, it’s founding, some discussions on past caucuses and dissident groups, and the relationship between non-Unity activists and the union leadership.

Historical roots of the UFT presented by Michael Fiorillo and Peter Lamphere at the State of the Union conference (Feb. 4. 2012).

Michael: Teacher unions up to 1968 (22 minutes): https://vimeo.com/45094559

Peter: Post 1968 (15 minutes):  https://vimeo.com/45094560

Both videos plus the Q&A (1 hour):  https://vimeo.com/45094713

UFT Friend or Foe- from 2013 Summer Series- How non-Unity Chapter leaders and activists relate to UFT leadership

Norm Scott: http://morecaucusnyc.org/2013/07/27/uft-friend-or-foe-event/

Vera Pavone http://morecaucusnyc.org/2013/08/14/uftaft-leadership-friend-or-foe-series-vera-pavone/

Ira Goldfine http://morecaucusnyc.org/2013/08/14/uftaft-leadership-friend-or-foe-series-ira-goldfine/

Peter Lamphere http://morecaucusnyc.org/2013/08/14/uftaft-leadership-friend-or-foe-series-peter-lamphere/

MORE Summer Series 2012- UFT Caucus History Since 1968 

Norm Scott http://vimeo.com/45705700

Michael Fiorillo http://vimeo.com/45698849

 

Join the Movement of Rank-and-File Educators (MORE) for Summer Series 2014. Discussions exploring the past, present and future of teacher unionism. All are welcome!

Wednesdays 4:00pm-7:00pm
The Dark Horse
17 Murray St. NYC
Near City Hall, Chambers St, WTC

July 16th
Who Runs the UFT? Why Are There Alternatives? A Historical Perspective 1960-2014

The UFT formed in 1960 as a merger of several organizations. By 1964 the Unity caucus emerged as the ruling party of the UFT, which they remain to this day. Throughout the union’s history various dissident groups and caucuses have contested this dominance. At different times these groups merged, ran joint slates, or disbanded. We will discuss why these groups formed and their differing visions and strategies. How is MORE related to this history? What can we learn from it?

Other Summer Series Events

July 30th
Life Under the New UFT Contract

August 13th
Lessons from the Chicago Teachers’ Union- Featuring Guest Speakers from Chicago

August 20th
UFT 101: Why Does Our Teachers’ Union Matter?

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By Norm Scott and Mike Schirtzer

The calls have been coming in from parents and childcare-takers all over the city who are beginning to realize how the new contract will change their lives as the school day gets readjusted in many schools.

They tell us there is growing outrage as word spreads. And since parents are being told that teachers are supposed to vote on School Based Options (SBO’s) in the schools, some parents are placing the blame squarely on the teachers and the UFT – even more so than on the DOE and the principals, who often just plain lie to the parents, saying that teachers voted that way. The truth is Chancellor Farina has mandated 80 minutes of Professional Development (PD) a week or 100 minutes should a school choose to deviate from the default schedule. Teachers and administration have no choice of offering any extended time (what was called tutoring, student mentoring, 37.5, or Academic Intervention Services depending on your school). The new built in Parent Engagement time can not be used for tutoring either.
In one case, the UFT district represnattive  told parents the entire district was using the default model of 8AM start time and 2:20 end time so the teachers can get their PD in by 4PM. Parents do not care about PD, neither do most teachers. There wasn’t a teacher anywhere begging for more PD in a new contract. Most PDs will be focused on Common Core, Danielson, MOSL, or other failed initiatives.  PD’s throughout the city very rarely focus on good pedagogical practices nor are they led by experienced teachers. Thanks to the Bloomberg/Klein era most new administrators who are leading these PDs have less than 5 years class-room experience, how can we expect them to lead effective PD’s? Instead teachers will be forced to write curriculum and units based on the untested, unproven, developmentally inappropriate standards. Other PDs will be focused on aligning lessons with the check box rubrics created by Charleotte Danielson and her 6 months of teaching. None of this will have a positive impact on the students we teach

Let me say this as I have been and will continue to do: When the UFT goes along with the Farina (and most ed deformers) mantra that the key to improving education is Professional Development, they accept the “teacher blame” argument. Of course everyone can improve — and the best PD is watching others teach — but blanket PD is like expecting a gourmet meal at McDonalds.

Then there are stories where the chapter leader didn’t even offer teachers the option of an SBO and just did what the principal wanted. So the teachers feel betrayed too — but it is really their fault — maybe a lesson for those who have their heads in the sand.

At the June 11, 2014 Delegate Assembly, Mulgrew spoke about the Vergara decision. How important it was to work with parents and how proud he was of the work the UFT was doing with parents. If the Unity/UFT leadership didn’t have a tin ear they would have figured out a way to get some parent leaders, at the very least, involved in proposed negotiations. But they didn’t even get regular teachers involved, so this is the spillover of closed door contract negotiations.  Parents accustomed to extended days will now being paying for childcare out of their pockets. Students and their parents who can not afford to pay for extra help or small group instruction are now being left out in the cold. This is clearly not a way of winning over parents to be on the side of the UFT.

Parents feel they have been totally shut out of the process. I wonder where they’ll stand when we see Vergara, coming soon, to New York?

MORE’s 3rd Annual Summer Series: Discuss, Debate, Educate!

Join the Movement of Rank-and-File Educators (MORE) for discussions exploring the past, present and future of teacher unionism.  All are welcome!

Wednesdays 4:00pm-7:00pm

The Dark Horse
17 Murray St. NYC
Near City Hall, Chambers St, WTC

$5 Drafts & Well Drinks

July 16th

Who Runs the UFT?  Why Are There Alternatives? A Historical Perspective 1960-2014

RSVP Here and Share our Facebook event
The UFT formed in 1960 as a merger of several organizations. By 1964 the Unity caucus emerged as the ruling party of the UFT, which they remain to this day. Throughout the union’s history various dissident groups and caucuses have contested this dominance.  At different times these groups merged, ran joint slates, or disbanded. We will discuss why these groups formed and their differing visions and strategies. How is MORE related to this history? What can we learn from it?

July 30th

Life Under the New Contract
RSVP Here and Share our Facebook event

This fall we will be returning to a radically changed work environment, which educators are approaching with a mix of hope and anxiety.  How can school workers use the new contract to advocate for themselves and their students?  How can we activate new people, strengthen our union chapters, and empower ourselves at work?  Which members are more vulnerable under the new contract, and how can we support them?  MORE wants to campaign this year around tenure, paperwork reduction, ATR rights and chapter leader elections, and we need your ideas and energy!

 

August 13th

Lessons from the Chicago Teachers’ Union Featuring Guest Speakers from Chicago

RSVP Here and Share our Facebook event
In 2010, activists in the Caucus of Rank and File Educators (CORE) took over their union – successful displacing a conservative leadership with a team of organizers headed by dynamo Karen Lewis. This group would lead the CTU on its strike against Rahm Emmanuel that mobilized teachers and school communities. The strike electrified the labor movement, however Chicago is very different than New York City.  What lessons can we learn from Chicago?  Can we adapt the model of CORE to the conditions of New York City?

 

August 20th
UFT 101: Why Does Our Teachers’ Union Matter?

RSVP Here and Share our Facebook event

Are you entering the teaching profession or new to NYC schools?  Are you wondering what the teacher union is all about and what it means to you and your students? Is it something you should be active in?  Do educators, parents and students share common interests? Can unions be vehicles for social justice?  Meet with new and veteran teachers to discuss these questions and more in this introduction to teacher unionism

Here is the flyer for distribution MORE summer 14 Announce-1

 

Disappointment

June 3, 2014 — 25 Comments

For the first time in almost five years, UFT members finally have a contract. But almost one quarter of the membership (23%) voted against the deal. Most of the members with whom we spoke who approved this contract only did so because they felt it was the best our union could do. We disagree, this contract does not provide the same pay raises that other municipal labor unions received in 2009 and some of those unions are already stating they will reject these terms if offered. We believe our union can and should do much better than this.

Continue Reading…

"solidarity mean: uniting chapters, not setting them up to compete for merit pay by another name from management"

We do not consent to divide and conquer

"MISSING from the UFT contract- have you seen a class size reduction? Last seen in MORE's Contract NYC Educators Deserve"

UFT President Michael Mulgrew likes to tell union delegates that it’s either money or class size, not both… But neither?

"solidarity means not making 151 other municipal unions negotiate with the insulting pattern we'd set vote NO on the UFT contract"

"solidarity means not making 151 other municipal unions negotiate with the insulting pattern we'd set vote NO on the UFT contract"

Dan Lupkin
Special Education Teacher/UFT Delegate
PS 58, Carroll Gardens, Brooklyn


Lest we forget, the UFT leadership works for the membership- NOT the other way around.

Our dues pay for their salaries, their perks, and the UFT skyscraper at 52 Broadway. Our COPE money buys the “seat at the table” with the politicians, billionaires, and power brokers they say will save our profession. They push a TINA (There Is No Alternative) mentality on the membership, and when it comes to the 2014 contract, operatives (belonging to the UNITY caucus that has monopolized power within the UFT since its founding in 1960) have been sent out among the membership. Their message is that this proposal is the best we can do, so even if you have lots of problems with it, it’s better than no contract at all, so you might as well vote “yes”.

Most working teachers in NYC have been kept in the dark about how their union works, and how that relates to this contract, so perhaps it’s helpful to reframe the question in terms of dining in a restaurant:

Let’s say you sat down at a table, ordered, and were served a dish that looked, smelled, and tasted awful. Would you choke it down because that’s what you had been brought? Since you are paying the restaurant for the sole purpose of preparing you a tasty meal, most people would send it back and expect the restaurant to replace it with something better.

What if everyone’s meal was unacceptable, and the manager sent around the maitre d’ to explain to each table that the restaurant’s suppliers sold substandard meat and produce, so there was no way they could produce a tastier meal, but that surely, eating what they had brought you was better than no meal at all?
Continue Reading…