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Check out the latest leaflet featuring a piece on whether the Red State teacher revolts could happen in New York City. 

Please print copies for your coworkers, and if you are a high school teacher, bring copies to Regents’ grading sites.

Please contact us – more@morecaucusnyc.org – if you would like to help distribute at the delegate assembly on Wednesday, June 20th, or if you need more copies for your school

Red State Revolt: Can it happen here?

By Kit Wainer, Chapter Leader, Leon Goldstein High School

Teachers around the United States are reviving the strike and winning. Our colleagues in West Virginia, Oklahoma, Arizona, and now North Carolina are using the tools that were common place in organized labor at its height: mass pickets, member-to-member organizing, and shutting down their work places. They are raising national attention to how schools are under-funded and teachers are underpaid. Most importantly, they are winning. The UFT should learn from our fellow teachers around the country and lead the kinds of fights that could win us a good contract and inspire members to stay in the union.

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Image result for smoke and mirrors imagesby Jia Lee, Chapter Leader, The Earth School

Contrary to what its proponents claim, the New York bill on state assessments and teacher evaluations (A10475/S8301) does not eliminate using student scores on standardized tests to evaluate teachers. It just makes high-stakes testing for teacher evaluations subject to collective bargaining, while keeping the ranking of schools by test scores in place, a practice that is used to justify public school closures and privatizations as charter schools. The bill has passed the Assembly and is now in committee in the state Senate.

When the first piece of news, announcing the proposal of legislation that would decouple standardized tests from teacher evaluations, appeared, I was skeptical. As a public elementary special education teacher in New York City, the last eight years (but really since No Child Left Behind in 2001) of test-based accountability have been much like living under a gotcha regime. We’ve experienced the systematic underfunding of our schools to the tune of $4.2 billion and the disappearance of: veteran, experienced educators; custodial staff and basic supplies; and state mandated programming for physical education, arts and libraries, special education, and English as a New Language services. We have been left with crumbling infrastructures while administrative and managerial priorities have ramped up in the name of accountability. Many schools abandoned decades of research and training in whole child and developmentally appropriate pedagogy to focus on boosting test score outcomes.

I have been a conscientious objector to high-stakes standardized tests and I’m actively involved in the Opt-Out campaign in our state. The decoupling of standardized tests scores from the teacher evaluation does not get at the root of the issues; it’s a sham—a smoke and mirrors game. The bill does not eliminate the state tests but makes them optional while stipulating that districts must collectively bargain for assessments that also require state approval for use in the evaluations of teachers and administrators. Public school advocates are concerned that this will lead to more testing in the name of accountability. One thing that is glaringly clear is that there is no mention of eliminating tests scores for labeling schools as failing and setting them on a path of closure. Smoke and mirrors.

82% of schools closed are in high poverty communities. 59% are in predominantly Black and Brown communities and only 4% in predominantly white communities. New York does not have just the most segregated school system in the country, the state has now imposed a practice of divide and conquer, segregate and close — closures are based on the test score outcomes. Advocates of test-based accountability argue that this bill will undermine the ability to identify inequity. On the contrary, inequity can already be determined based on the rate of free and reduced lunch qualification in schools. These are the same schools that experience the greatest impact of chronic underfunding by the state as determined by the Campaign for Fiscal Equity. Yet, Cuomo, several senators and assembly members, as well as the teachers’ union have touted the fake decoupling bill as a victory. No, it continues to fail our communities because there is very little about it that changes anything.

Our public education system depends upon our collective understanding of its function and purpose. True reform requires an examination of the systems in place that perpetuate inequity in our communities such as access to affordable housing, healthcare, and a livable wage. True reform includes changing the fact that education legislation is drawn up and negotiated before most New Yorkers have a chance to consult with their elected representatives. True reform would start with the understanding that to improve public education and teacher quality we must value and actively seek to improve the quality of life for all working people.

Communities freed from the crippling cost of living in this state will be better able to work together to make the necessary decisions for their public school students. Any approach that does not address the whole community and provide for genuine engagement in decision making is disingenuous.

Jia Lee has been a New York City special education public school teacher for seventeen years and UFT chapter leader for ten years. In the 2016 UFT elections, Jia was the presidential candidate for the Movement of Rank and File Educators caucus (MORE) taking just over 20 percent of the vote. Jia is the 2018 Green Party Candidate for Lieutenant Governor.

Do you and your coworkers need paid time to care for a new child or sick or hurt family member?

You need Paid Family Leave! We are putting the pressure on the Department of Education and Mayor DeBlasio to put Paid Family Leave in the next contract for UFT members by showing our solidarity with Walk-Ins at our schools on Friday, June 8, for 30-40 minutes before your school’s start time. Check out the Facebook event where you can RSVP!

What is a walk-in?
Teachers gather 30-40 minutes before work, often wearing union T-shirts or colors. They meet with parents, school employees, and education activists; take pictures; talk to media and elected officials; and then all walk into school in unison.
Check out tiny.cc/walk-in for more details

If you are interested in joining us, start talking to your coworkers, and sign up to be your school’s Liaison with this form. You can also some of the materials we’ve put together in our Paid Family Leave Tool Kit! Check out all our materials here!

We will also be discussing this action at the next MORE General Meeting on Saturday, June 2 from 3:30-6 pm at CUNY Grad Center. Come learn about what organizing is happening in other schools, and get tips on how to organize yours! RSVP here.

Looking forward to organizing with you!

In 2014, UFT leadership watched the Friedrichs case come at them (and all of us) like dinosaurs watching the extinction-causing comet hurtling towards earth.  They stared slack-jawed, and did nothing outside of introducing a hashtag or two and a tepid social media campaign. That extinction-level event was dodged (through no effort of their own), and, like clockwork, a new comet appeared called Janus vs. AFSCME.

Janus is a court case designed to deal a grievous blow to the labor movement in the U.S. By mandating that workers in union-represented workplaces be allowed to “free ride”, or receive the benefits of union representation without paying dues, the right wing forces using the plaintiff, Mark Janus, as a marionette,  mean to deny unions the money they need to function. If the outcome of the case is as expected, it will make the public sector in the whole country “right-to-work”, an arrangement that is deeply dangerous for American workers, but perhaps more so for the already decaying business unionism model of which the UFT is a prime example, since unions operating in this way rely heavily on paid staff and financial contributions to Democratic elected officials, tools that may become more scarce if, as expected, a large number of current members choose to withhold their dues post-Janus.This is doubly dangerous for the UFT and similar unions which have a large number of disaffected rank-and-file members with no perceived stake in or support for their unions; the UFT is thought by many of its members to be ineffective regarding even core responsibilities like protecting members from abusive supervisors and filing grievances against violations of our contract. All of this is a formula for massive post-Janus defections.

The response of Unity Caucus (the invite-only clique that has run the UFT since its founding and includes Michael Mulgrew, Randi Weingarten, and anyone else who has ever held any power within the union) can best be described as sclerotic, and too little too late. Chapter Leaders have been hearing a lot about Janus during the 2017-2018 school year, and the door-knocking campaign, in which UFT activists are trained to go door-to-door having face to face conversations with members in their homes about the importance of sticking with the union, seems like a step in the right direction. I’m concerned in this case, though, that the horse is already out of the barn. The UFT has done little to no real organizing among its core NYC educator constituency in decades,  and it may be too late to mobilize a profoundly disconnected membership to save the union; a disconcerting number don’t seem to care whether it lives or dies.

It is that sense of alienation that brings us to the Membership Teams. Each UFT chapter is supposed to have a group of activists whose responsibility it is to speak one on one with all the UFT members in the building, make sure the the union has up to date data, and ultimately ask each member whether they plan to continue supporting the union once it becomes legal to receive most or all of the benefits of union membership for free. There is an app, MiniVAN, which is to be used to guide the conversation, but more so to provide data to the union about their membership. The app provides a script for the team member, with pauses to input the answers to various questions into the database, and a dramatic handing of the smartphone over to the member at the end, who presses a button pledging to stick with the union.

This kind of member-to-member organizing is exactly the sort of thing that the UFT should have been doing all along, so I’m encouraged to see my union creaking into action. But even now, when UFT leadership is more or less trying to do the right thing, the lumbering, inflexible, bureaucratic way it is being executed highlights the degree to which they have become indistinguishable from the corporate/bureaucratic hierarchies they are meant to be protecting us from. Rather than using an online dashboard to add and edit people’s responses and info as you add them, as is standard in this, the year 2018, to use the app, you need to manually enter which member of the team is meant to speak to each UFT member in your building into a spreadsheet that the captain passes along to the District Rep, who then passes it along to Central for data entry. That UFT member is then linked with that particular team member, and only those people will show up in each team member’s app. Somebody drop off your team for whatever reason? Too bad. Did someone on the team get into a passionate conversation about the union with someone with whom their team leader has not linked them in the app? Too bad, there’s no way to adjust those lists, at least as far as the UFT Special Rep that ran the training for the membership teams in my district was aware. That’s somehow even LESS user friendly and flexible than the online portal for the ADVANCE teacher evaluation system that UNITY caucus collaborated in the development of and loves very, very much… if a kid on your roster leaves or changes classes or schools, at least you can make an alteration to reflect that reality.

If the DOE was asking me to do inane, redundant data gathering/paperwork like this, I’d be speaking my UFT District Representative and pondering a paperwork complaint. I understand why the union wants this data, but the only part of this that means anything is the part at the end when people tap something to agree to stick with the union, and that can be accomplished quite ably with a signature on a piece of paper after a real face to face conversation, so why all the extra steps?

Now that we are finally organizing, they want us to be staring at, or at least repeatedly going back and forth to our smartphones to do data entry as we talk to people about why supporting the union is so important. These are some of the most important organizing conversations we will ever have. I understand the desire for the UFT to have relevant data about their membership, their feelings about the union, what they think about Janus, updated contact info, and, most importantly, whether people plan on maintaining their UFT memberships or begin freeriding. But this is way too much to cram into a single 1:1 conversation; you can’t make up for 20 or 30 years of being a remote top-down business model union in one conversation. Not to mention that we reconfirm member contact info every September, and that the union sent out a fairly extensive survey to all members only a few months ago.

This is a grotesque approximation of the 1:1 organizing conversations most of the true UFT activist have all the time, but filtered through the most hide-bound, bureaucratic lens possible. They are finally trying to do the right thing, sort of, but it has been so long since anyone in a real position of authority at the UFT has done any organizing that they have no idea what it looks like anymore. The membership team at PS 58 was formed in the fall, but lay dormant until May waiting for UFT leadership to creak into action to train and equip us and transmit unified marching orders. I now regret the lost time we spent waiting on our putative leaders to do their jobs. I now realize I had not fully assimilated the lessons of West Virginia or of Arizona: the seas of rank-and-file educators in the streets and in the capitol buildings has been the power terrifying the enemies of public education and winning real victories for public education, NOT the AFT/NEA officers desperately trying to keep up, in some cases collaborating with districts to send educators back to work with their goals unmet. Despite years of seeing the dysfunction of our union leadership, part of me still held out hope that, on the brink of their own annihilation, they would prove worthy of the name; if not for their members, then at least for themselves. But no more. I’m not waiting for support or, God forbid, initiative, from the top. We ARE the union; if the current educator revolt across the country has taught us anything, it’s that the rank and file don’t need their ineffectual leadership to get results. Our membership committee, our UFT chapter, and our colleagues across the city are sick of waiting for leadership to catch up. The time to act is now. If, instead of waiting for our ostensible leadership, we take our cues from our rank-and-file colleagues rising up across the country, we may even succeed in saving the UFT in spite of itself.

Dan Lupkin
Teacher/UFT Chapter Leader
PS 58, The Carroll School

Arizona teachers hit the streets to defend public educationFor weeks, teachers in Arizona have been wearing red on Wednesdays and “Walking In” together into their schools in a show of solidarity for public education.  In response, AZ Governor Ducey promised a pay raise by 2020 – but in a statewide vote last week teachers decided that the promises were not enough and they would turn their “walk ins” into a “walk out” on Thursday!

This follows, of course, statewide strikes spreading like wildfire from West Virginia, Kentucky, Oklahoma to Colorado, marching on state capitals demanding better pay and funding.

Chapters across NYC will be wearing red in solidarity with Arizona teachers to send a message that they are not alone! 

Email more@morecaucusnyc.org if you chapter can participate – send in pictures from your chapter and post to MORE’s facebook page.

 

 

Parents across the state demand that the Board of Regents act immediately to remove Commissioner MaryEllen Elia. It is time the Board of Regents exercises control over the State Education Department to stop the runaway train of anti-public school “reform” that the commissioner represents.

Last week’s 3rd-8th grade ELA testing was an epic–and avoidable–fail for the children of New York State. The problems began before the tests were even administered, continued during their administration, and will persist unless there is a radical shakeup in the leadership of the State Education Department; in the way in which information about the tests and participation in the tests is communicated to families; and in how the tests themselves are constructed, administered, and scored.

The twin disasters of this year’s botched computer-based tests and an even more flawed than usual ELA test design prove that Elia is unequal to her duties and lacks the competence to helm the education department. Our children deserve better.

Leading up to the tests, some districts sent letters to parents asking whether their children would be participating in the assessments. Others, including the state’s largest district, New York City, sent home testing “info” riddled with spin, distortion, and outright lies regarding test refusal and its consequences. Many disadvantaged communities told advocates that they did not know they had a right to refuse the tests, even though it is their children who are most likely to suffer the negative effects of school closure.

Amy Gropp Forbes, a mother active in NYC Opt Out, wrote in a letter addressed to Chancellor Betty Rosa, “I urge you to issue a formal statement that clarifies a parent’s right to refuse state testing for their children. If the state allows some parents the right to opt out of state exams, it MUST give ALL parents this right, and consequences to schools and districts across the state must be equitable.” Gropp Forbes received no reply.

That the BOR and SED stood by and let this situation transpire despite having been made fully aware of the inequity–a statewide NYSAPE letter writing campaign generated over 200 complaints of “misinformation and intimidation”–is inexcusable. The absence of state-issued guidance also allowed some schools and districts to intimidate potential test refusers by instituting “sit and stare” policies.

Further evidence of a dereliction of duty on the part of BOR and SED came last week during the state ELA exam. The problems far exceeded the typical complaints associated with the state’s standardized exams. In fact, the problems were so egregious that one Westchester superintendent felt compelled to apologize to his entire community for what students had to endure. Social media flooded with teacher and proctor reports of children crying from fatigue, confusion, angst, hunger, pain, and more.

“Any good teacher knows how to judge time in lessons and assessments,” stated Chris Cerrone, school board trustee from Erie County. “As soon as I saw the format when I received the instructions I knew something was wrong. Day 1 would be short. Day 2 would be too long.”

Jeanette Deutermann, founding member of NYSAPE and LI Opt Out questioned, “Who was actually responsible for the construction and final version of these assessments? SOMEONE is responsible; that someone is Elia and the Board of Regents. The worst test since the new rollout has happened on their watch. Until a more capable leader is in place, we demand that all work on the construction of future tests be suspended immediately.”

Ulster County parent, educator, and NYSAPE founding member Bianca Tanis attributed last week’s fiasco in part to the state’s adoption of untimed testing. “Both SED and members of the Board of Regents continue to ignore the egregious consequences of untimed testing, misleading the public by claiming that the tests are shorter. For many educators, administering this test was the worst day of their career. The truth is out, and it cannot be ignored.”

“Enough is enough,” declared Dr. Michael Hynes, Superintendent of Long Island’s Patchogue-Medford district. “Not only are children and educators suffering, but with this untimed policy the state is in violation of its own law, which caps testing at no more than 1% (9 hours) of instructional time. Where’s the enforcement?”

“For a decade or more, SED and its vendors have proved themselves incapable of creating valid, well-designed, non-abusive exams that can be reliably used for diagnostic purposes or to track trends in student achievement over time,” said Leonie Haimson, Executive Director of Class Size Matters.

“Since the Common Core was introduced, these problems have only gotten worse, with tests so difficult and confusing that teachers themselves are at a loss as to how the questions should be answered. A recent report from the Superintendents Roundtable revealed that the NYS exams were misaligned to excessively high benchmarks, meaning far too many students are wrongly identified as low-performing,” said Marla Kilfoyle, Long Island public school parent, educator, and BATs Executive Director.

Brooklyn public school parent and founding member of NYC Opt Out, Kemala Karmen, is calling on SED to notify every single parent of their right to refuse May’s upcoming math assessment. She added, “The state can and should halt its hellbent race towards computerized testing, for which it is clearly ill-prepared; stop farming out test construction to dubious for-profit companies; truly shorten the exams; and, most important, remove high stakes attached to the assessments.”

Here’s a compilation of observations made by parents, administrators, and teachers about the numerous problems with this year’s NYS ELA state test, and the suffering it caused students.

NYSAPE calls on the Board of Regents to stand up for equitable and authentic learning & assessments and immediately remove Commissioner Elia.

#OptOut2018 Test Refusal Letter: English & Spanish

NYSAPE is a grassroots coalition with over 50 parent and educator groups across the state.