Archives For MORE

peace-unity-justice

This is MORE’s statement on the march with the Eric Garner’s family sponsored by the UFT

Last week the UFT announced sponsorship and support for A March for Unity and Justice.  The march, with Eric Garner’s family at the helm, is billed as a coming together and a call for transparency and accountability in the wake of several prominent cases of alleged police brutality.  A firestorm of criticism of the UFT’s sponsorship of this march has played out on the pages of newspapers, social media, and countless emails between educators, politicians, and community leaders.

There are numerous critiques and voices expressing a range of opinions from criticism of Al Sharpton, to the UFT’s democratic decision making (or lack thereof), to branding the march as anti-police.  In addition, many are questioning the UFT’s involvement at all.

MORE caucus is comprised of UFT members and community members with differing and passionate views on many issues, including the sponsorship of this march.  We agree however as dictated by our points of unity, that we are the social justice caucus of the UFT, we stand against racism and believe educators and our union, must be on the forefront of the fight for racial, social and economic justice.

MORE believes that democratic decision making and rank-and-file involvement and voice in the issues that face our members, our schools and our students is the foundation for a strong and united union.

MORE believes that issues that affect our students and their families are our issues, and it is vital that we stand with children and families whenever and wherever there is injustice.

MORE believes that due process is a right all workers should have.

We do not have the mechanism to engage in a healthy, informed and democratic debate within our union in regards to this march. However, we stand in solidarity with the Garner family, and countless families who have lost loved ones during low-level police-related encounters. Many of our members will march with the Garner family this Saturday, many will not due to the concerns surrounding the sponsorship and organization of this march.

We believe the issues of excessive force, police brutality, restorative justice practices, and the over-policing of our schools including the use of metal detectors are issues that deeply impact and affect educators and our students and we encourage our union leadership, as well as the leadership of the PBA, to engage our memberships in healthy debate, discussion, and meaningful democratically decided upon actions that will lead to the systemic changes we want to see for our children.  Rather than allowing these issues to divide us, we encourage the leaderships of the UFT and PBA, to find ways to work together and unite us.

This statement was approved by the MORE steering committee due to the timely nature in which a response was required.  We want this statement to serve as a starting point for more debate, discussion and conversation.

Please use the comments section to express your views and thoughts on the issues surrounding the march, but more importantly let us focus on the reason this march is taking place:  in the last decade hundreds of black men have died during interactions with the police.  The United States has the highest prison population of any similar nations, and a disproportionate number of those incarcerated are black men.

As educators, most of us know of at least one student who has experienced harassment, brutality, or even death at the hands of the police.  Acknowledging this does not make any one of us anti-police.  Rather, with our brother and sister officers we should seek improved practices and policies that will result in equal and just outcomes for all of our students and their families.

"A say in the priorites of our Union? (UFT) Sure, we'd like MORE."

A plea for union democracy

Our last summer series event of 2014 is Wednesday 8/20/14

Dark Horse Pub

17 Murray St NYC

Facebook invite here

 

UFT 101: Why Does Our Teachers’ Union Matter?

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.

This promises to be a fun, interactive meeting where you can meet educators that are just coming into the school system, some going into their second year, and experienced educators too!

Save the date, our first general meeting of the new school year will be Saturday Sept. 13th in Manhattan. Check back here for more information on this and meetings/happy hours in neighborhoods across NYC.

To be delivered to Carmen Fariña and The New York City Panel for Educational Policy

Since the 2001-2002 academic year, there has been a 57.4% decrease in the number of Black teachers hired by the New York City Department of Education, and a 22.9% increase for white teachers hired during this same period of time.

We ask Chancellor Fariña and the Panel for Education Policy to:

• Make a policy statement that acknowledges the value of teacher diversity and the lack of such diversity in New York City public schools.

• Centrally monitor the racial demographic of hiring and firing in NYC public and charter schools. In public school data reports include the racial profile for the teachers and administrators in each school as is currently done for the students.

• Raise the percentage of Black and Latino teachers hired in the system overall, with a special focus on raising the percentage of male teachers in those groups.

• Raise the percentage of persons of color in the NYC Teaching Fellows program to more closely match the NYC student body demographic. Make public the number and racial demographic of NYC Teaching Fellows hired.

• Settle Gulino vs. Board of Education, in which a recent court ruling found that the NY State LAST certification exam was not validated yet was used in 2002 to dismiss thousands of NYC teachers who were disproportionately Black and Latino.

• Invest in a clear and distinct paraprofessional-to-teacher career path that offers qualified applicants provisional teaching licenses while completing graduate degree requirements and subsidizes both undergraduate and graduate tuition at CUNY and SUNY

PETITION BACKGROUND

In a school system that is 67.5% Black and Latino (as of 2012 – 13), the 34% combined percentage of Black and Latino teachers in the system is disappointing at best.

This lack of diversity reinforces already existing practices of segregation and leaves out diverse cultural perspectives that inform curriculum, pedagogy and practice. It also shortchanges our students by replicating and reinforcing false societal structures that devalue the contribution and perspectives of non-dominant racial and cultural groups.

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So it’s June 20th (“Regents’ Week” in New York high schools) and I’m having coffee with the most wonderfully kind teacher of my school. We’re in his classroom, talking about our wives, when he starts giving me some awesome advice about marriage. He has this beautiful baritone voice and speaks in this fabulously slow, deliberate manner so, as is my habit when I listen to his wisdom, I lean my head into my right hand and just take it all in.

At that moment -I mean at that very moment- I feel some type of bump thing under my ear. My colleague’s voice fades just a bit as I begin to concentrate my attention on this area just under my ear. I pick up my head up and touch  it with the tips of my two fingers and quickly conclude that I have a lump.

My colleague’s voice fades almost completely away now as I feel all around this lump. It’s about 3/4 inch in diameter, comes up about 1/2 an inch off of the side of my face and is planted right there under my ear. There is nothing on the other side, nothing under my neck and nothing anywhere else. I can no longer hear a word coming from my colleague. I see a face and a moving mouth but no sound comes out. All I can think about it is ‘wtf is this lump?’. It doesn’t hurt, doesn’t feel sore and isn’t accompanied by any fever or discomfort. The skin around it is not brown or discolored. It doesn’t feel like a huge zit and doesn’t hurt when I press on it. Yet there it is.

One month, five doctor appointments, an X-Ray and an MRI later and I am informed that I have a tumor in my right salivary gland. I didn’t even know I had one of those.  I’m also told that there is no certainty as to whether it is cancerous or benign (although, I’m told, it’s probably benign). Finally, I’m informed that I’ll need surgery to fix this broken gland of mine.

And just like that, I am tossed into the merry Go ‘Round that is our American Healthcare System.

I dont suppose my ride will be a long one. I have recently seen this happen to someone close and  the full cycle of death by cancer is a vicious one. There are endless appointments, countless doctors who you see but don’t know, as well as more trips for procedures, surgeries and/or scary tests than you can, or care to, count. And then there are the drugs -endless amounts of drugs. They have drugs to drain your fluids and drugs to fill you with them. They have drugs to poison you and drugs to make you feel better after having been poisoned. There are drugs to make you sleep, drugs to wake you up, drugs to make you eat and drugs to make you stop vomiting when you’ve eaten too much after injecting the poison.  Witnessing these things was one thing. But by mid-July, after just 20 minutes with my head shoved into an MRI machine, I came to realize the full scope of what I suddenly hoped I was not in store for. If it’s bad -I mean if it’s really really bad- I’ll begin this slow process where I’ll first stop being myself, then stop being able to work and finally stop being anything at all. If it’s more than what it probably it is (because it probably is just a benign tumor), I will have to consider how to navigate the terrain through these lenses.

I don’t mention this because I think it matters much for an Edu blog. Nor do I mention it because I think this extreme possibility will happen to me (again, odds are that it won’t). I certainly don’t mention it for attention or sympathy. I only bring it up because I’d like you to see the landscape from my perspective as I begin talking about my job protections.

You see, at this point in the summer, it looks as though the surgery will take place sometime after the start of the coming school year. This means that I will probably have to miss at least a few days of work. My license is not in a shortage area. ‘High School Social Studies Teacher’ is a dream job, you see. The fact of the matter is that there are ten guys who are just as smart (and five who are just as handsome) who could quickly move in and do what I do for literally half of what it costs to pay my salary and the healthcare benefits that will probably save me.

I also need to say that I have seen school leaders move to get rid of teachers for something like missing work in order to address needed health issues before. I haven’t seen this once or twice mind you (although I haven’t seen it “a lot” or “often” either), but I have seen it enough over my thirteen years in the classroom to have clear recollections of being thankful for my good health on more than one occasion. And I’ve seen it enough to count myself grateful that I do not currently work under such school leaders. Those observations make me feel grateful for having the job protection of tenure.

I know what the process for a ruthless principal is to get rid of someone with sudden health issues. A principal I worked for between 2001 and 2005, and another I worked for for one semester in 2008 both followed it well. Before the health issues, the teacher is a fine and productive teacher. Suddenly, the health issues arrive and the teacher is not able to wait until the summer to take care of it. Soon after, the administrators share concerns about the teaching practices of this teacher. Before you know it, administrators and their lackies, label this person as a ‘bad teacher’. From there, it’s a quick ride out. I’ve witnessed three teachers be forced into an early retirement, one forced into a resignation from the system altogether and just this year, heard that another was forced into a medical pension that she did not wish to take.

The principals didn’t force these teachers into these positions on the grounds that they were sick. Of course, that would be reprehensible. Rather, they forced my colleagues into these positions because they were ‘bad’ at what they did. Of course, the rub is that they were only labelled ‘bad’after they became sick. Any dimwit can tell you that that’s how things work in the real world.

I make this point because just yesterday, Whoopi Goldberg jumped on the bandwagon of ‘fire the bad teachers’. I have to admit that, at face value, it is an honorable bandwagon to jump on. No one, and that includes me, wants a bad teacher teaching. A slightly closer look will reveal that Ms. Goldberg is embracing a specific form of commentary -one that happens to be called the “Bad Teacher Narrative”. That’s the commentary that chooses to discuss only the bad apples that populate our classrooms and no others. It’s a useful narrative, in that focusing on the bad apples allows people to take hard earned privileges away from all of us.  Julie Cavanaugh, the lady who ran for president of my union last time around  once mentioned that “The ‘bad teacher’ narrative as a way of explaining what’s wrong with our school system gets really old,”. Looks like she was wrong. It’s not old for Ms. Goldberg. On her show yesterday, Whoopi seemed to imply that tenure for all teachers should be removed simply because a few of us (anywhere between 1% – 3% according to testimony during the Vergara Case) may be bad. Of course, she doesn’t consider how any one of us can arrive at the label of being bad. Some of us, like my colleagues under a ruthless principal, can be fine, but then become bad suspiciously after becoming sick. Others can befall this label for other reasons that are nothing short of dishonest and corrupt. Whoopi didn’t seem to address this. No one who embraces the ‘Bad Teacher Narrative” ever seems to address this.

At this point, I would like to point out that, should Campbell Brown’s lawsuit designed to repeal teacher tenure in New York State be successful, I, along with the ‘bad teachers’, will be an ‘at-will’ employee until the New York State Legislature acts. This may stand in opposition to some things you have read in the past. The fact, however, is that New York’s Civil Service laws do not apply to teachers and will not kick in as some sort of magical backstop should Brown’s suit be successful. If she wins, teachers throughout the state will be “at-will” until some type of new laws are passed in the legislature. That is a fact.

And it leads me to an important point.  That without tenure, I’d have a lot more to worry about this year than just this damn tumor.

This post was written by a New York City High School teacher who wishes to remain anonymous.

Reposted from http://nycurbaned.blogspot.com/2014/08/on-being-sick-without-tenure.html

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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.

  Continue Reading…

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.

 

Continue Reading…

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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