Archives For Evaluations

I’m proud to be a UFT member, but we should not sit back and depend on top UFT officials or Mayor De Blasio to resolve problems that affect us as educators. As UFT rank-and-file members, and as working people, we have to organize from the bottom-up for the conditions that would make safe, culturally-relevant, meaningful educational work possible for all students, teachers and others in education.

 

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Above: John C. Antush, Chapter leader at City-As-School High School, MORE-UFT Candidate for Vice President of High Schools.

 

First, within our UFT chapters we can play a role in overhauling the UFT to make it an agenda-setting member-led union. MORE-UFT members and other rank-and-file UFTers petitioned in our chapters, conducted walk-ins, took to social media, and protested at City Hall to help win parental leave. We can use similar tactics on a larger scale to reverse the erosion of rights for new teachers such as longer pre-tenure probation, proliferation of meaningless tenure application requirements, and the lack of feedback and transparency when tenure applications are rejected. We can also push to restore defenses for higher-paid senior teachers, who are more likely to be targeted ever since principals were made more responsible for school budgets in 2007. Are older teachers, teachers of color, or LGBTQ+ teachers facing a higher-rate of 3020a hearings? In our chapters we can start to discuss and build momentum to find solutions for these and many other problems.  

Second, we can connect our chapters with our larger school communities including other DOE employees, parents and students, to address common issues. For example, we need a real conversation about class size. According to city statistics, in 2017, 595,000 students–over half the city’s students — were in overcrowded schools and classrooms. Encouraging Chapter Leaders to inform UFT central about class size violations is not enough. We need a grassroots movement to get at the roots of overcrowding. Active, organized chapters and school communities can start to ask: why do class size violations occur? Is it due to the structure of school funding? We can think bigger: Are legal class size limits too high? How would enforced lower legal cap sizes, with loopholes eliminated, transform schools? Another issue is staff-to-student ratios. What kinds of increases in staff are needed to ensure all IEPs are adequately serviced? What kind of staff ratios are needed to make schools safe so that effective restorative justice practices can be implemented?

 

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(Above: MORE-UFT members Annie Tan, Karen Arneson, and John Antush celebrating the victory of 83-85 Bowery tenants in Chinatown at Jing Fong Restaurant with National Mobilization Against Sweatshops and Chinese Staff & Workers Association.)

 

Finally, we can organize with others to address larger problems affecting us and other working people as a whole. Educators are scapegoated for problems of class and racism that affect students’ performance — such as the housing crisis. In the 2017-2018 school year, 114,659 of our K-12 students were homeless; one-in-ten lived in temporary shelters. How many more simply dropped out of school? I work at a transfer school. Some of our students live in temporary shelters or with friends. Many more have trouble in school because they are working jobs to pay for, or contribute to, rent. Aside from being a human rights violation and a horrible hardship that disrupts education, the affordable housing crisis impacts our job security. As student populations are displaced, school staff are excessed, depriving remaining students of arts, phys ed and the full range educational opportunities and support services. Wrap-around services, “community schools,” the Bronx plan, and “renewal school” aid are obviously not sufficient to ensure young people’s basic human right to an education. Further, many teachers cannot afford to live near their schools or even within the five boroughs. To address this problem, MORE-UFT members have joined others in the Citywide Alliance Against Displacement to organize for alternatives to De Blasio’s housing and rezoning plans, which are pushing low- and middle-income people — including education workers, students and their families — out of New York City.

 

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(Above: MLK Day 2018, Educators Against Displacement)

 

By organizing in our chapters to push back erosion of our working conditions; by uniting in our school communities with students, parents and other DOE employees around common issues like class size; and by organizing with other working people around larger issues we hold in common, like opposing housing and rezoning policies that displace our communities, we can fight for conditions that will make meaningful educational work possible and help establish the schools our students deserve.

My name is Aixa Rodriguez. I am an ESL teacher and I am running on the MORE-UFT slate for Vice President for Education-At-Large.

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I’m running in the 2019 UFT elections because MORE has the values and the work ethic that most closely match mine. When I heard who was running on the MORE-UFT slate, I was convinced that this was the time to put my hat in the ring. This slate is deeply involved in social justice movements and has the experience, savvy, creativity and energy needed to give voice and analysis to the issues impacting our profession. Privatization is destroying public education and teachers need to be plugged in to counter that. We can no longer just blindly pay dues to a status quo, appeasement-oriented union; in the post-Janus reality, rank and file need to participate and make our voices heard as members of our union.

Educational Justice is an intersectional issue. Every social justice issue that you hear about intersects with the problems in public education. Unions have the power to make change happen that benefits society as a whole; in housing justice, food justice, environmental justice, and racial justice. Under mayoral control, community participation is limited, democracy is limited.  Our jobs are impacted by outside realities that are out of our individual control. This is why our union has to push for justice.

When bad decisions on real estate development are made, local school enrollment shrinks, teachers get excessed, space gets taken by charter school parasites, class sizes in co-located schools rise, programs get cut, and students get a narrower curriculum. When kids become homeless, go into the shelter system, and struggle academically and socially, they bring those challenges to our schools. The kids who are hungry, sleepy, wearing dirty, unwashed clothes, and getting bullied are our students.Those conditions become our working conditions at schools that are underfunded, under-resourced and understaffed.  We teachers live and teach in that reality. We need more counselors, social workers, community workers, paras, and school aides, and therapists. CFE must be fully funded by Albany. Fair student funding is a failed formula.

When we chose to work in schools that serve struggling kids we get judged and evaluated on their progress on inappropriate tests. To survive, many teachers teach to the test even as it kills their passion and creativity, burns them out, then leads to turnover and unstable schools. The kids get a test prep curriculum and are robbed of a well rounded quality education. Our autonomy and professionalism is impacted by high stakes testing. We are blamed and scapegoated, and our schools closed, our positions lost. Those of us who get a new position are lucky. The Absent Teacher Reserve has become a next stop for many a veteran teacher. Our working conditions are impacted by the culture of testocracy compounded by funding inequities that institutionalize ageism.

As teachers we need our contracts respected, our salaries to keep up with inflation, and our schools to be well staffed, resourced and funded. We need support with discipline, smaller class sizes, prep periods that are not taken away lightly. We need an evaluation and tenure system that doesn’t push out teachers from the profession.These needs coincide with student needs for recess, small group tutoring and reading intervention, sports, clubs and electives. We have seen in the #Red4Ed movement across the nation that parents and students are our natural allies in the fight for public schools that serve all children well. Let’s join that fight.

 

Aixa Rodriguez for UFT Vice President for Education-At-Large 2019

 

 

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[Aixa taking a group selfie at the MORE general meeting in January 2019]

There is a disconnect between UFT leadership and rank and file membership. As a result, there is a void and that void has to be filled at a time when unions and labor movements are being attacked and destroyed by unfriendly forces: right wingers, ed deformers, and many of the 1% who have accumulated most of the wealth, all aggressively pushing to disrupt and destabilize public education. The UFT leadership has shown utter silence on what matters to our students, teachers, parents, and communities. I declare my candidacy with an affirmation that, when I am elected as President of the UFT in April, I will continue the fight for our schools. 

There is no mincing of words when I declare that social justice matters in public education and it matters now more than ever. The UFT leadership should not dance around these issues. That is why I am running on the social justice slate of the Movement of Rank and File Educators (MORE) in the UFT elections this March. We are a collective of educators ranging from Occupational Therapists and Physical Therapists to Counselors and Social Workers to Classroom Teachers to Paraprofessionals to School Secretaries to all of the other members of our union. 

 

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In solidarity with OT/PTs for Pay Parity at Panel for Educational Policy meeting.

(Myrie on left after speaking at the podium)

 

Our caucus is also a part of a nationwide collective called the United Caucuses of Rank and File Educators (UCORE). We are fighting for social justice in many states: Arizona, California, Colorado, and North Carolina, to name a few, and here at home in New York.

Our students and educators deserve schools with low student to counselor ratios. Our schools deserve more counselors and restorative justice coordinators. Each school must be rated on the equitable hiring and retention of Black, Asian and Latinx educators. Culturally Relevant Curriculum must be implemented in each school and measured by the Scorecard developed by NYU. In addition, resources must match the demographics of student populations in individual schools. The UFT does not have a contract that addresses pay parity for Occupational Therapists and Physical Therapists. The UFT leadership has used parliamentary maneuvers to avoid a vote from the  UFT Delegate Assembly on the Black Lives Matter at School resolution two years in a row. Our schools and our students deserve better.

It’s time to change the leadership when members in every borough are subject to harassment from supervisors.  Forget about the “strong contract” emphasized by leadership when probationary teachers and vulnerable staff members are scared to file a grievance and when chapter leaders and district representatives are unsupportive. Calls to activate and publish the names of abusive administrators have been ignored. I will have this list ready on Day One when I am elected.

Please look at what is happening around you in the communities where you work. Is there systemic racism and oppression?  Is there gentrification? Are any of your students homeless? Are students’ suspensions on the rise? Do you have space for art, music, a library, and an OT/PT room at your school? What about oversized classes? Are you nervous to talk about any of this? Are your ICT classes in compliance? Does the paraprofessional have a duty free lunch? Are you being forced to have meetings on your lunch? Are you being asked to give up your preps? Do your children have adequate materials and resources? Would you like to advocate for your students, but you are scared?

The MORE slate is here to advocate and agitate. Under our leadership, we will lead the UFT to the position where our working conditions will equate with our students’ learning conditions. 

Thank you for the work that you do for our students. 

 

Dermott Myrie for UFT President 2019  

 

Myrie Aixa Kevin Jia photo

MORE Caucus members running for UFT office  

(Front- Aixa Rodriguez- right, Jia Lee -left)

(Rear Kevin Prosen- left,  Dermott Myrie-right)

 

 

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PRINTABLE PDF: https://drive.google.com/file/d/0B_rTIKQeq2LLMzd2UUc0b3pjNHVNUVh1ZUVrWjc1Y05BTEsw/view?usp=sharing

 

As New York City gives away billions to Amazon and sits on billions in budget surplus we still have an underfunded and segregated school system, and raises in the recent contract fell behind the pace of inflation.

 

UFT Members and NYC students deserve better. Join MORE in our fight for:

 

    • Fair funding for all schools
    • Reversing the givebacks on health care
    • Strong protections against harassment and abuse
    • Parity for all titles, including OT/PTs
    • More diverse teaching and support staff

 

  • Adequate counselors, social workers and other support staff for students

 

 

Here is what educators around the country were able to win by taking action in the street as the wave of teacher rebellions spreads across the country.

  • In Washington State, teachers strikes netted raises of up to 10% this fall
  • West Virginia teachers and school support workers earned an immediate 5% pay increase statewide
  • Arizona teachers won a 19% pay raise after a 5-day strike.

 

Carranza calls Mulgrew his brother from another mother, the City has a budget surplus, and a teacher strike wave is sweeping the country with massive public support. In the meantime, Paraprofessionals make subsistence wages, and Occupational and Physical Therapists lag behind their colleagues by tens of thousands of dollars. If this is what we get in good times, what happens when we get another Bloomberg or Giuliani? Now is the time to organize and fight for MORE.

 

Get in Touch with MORE:

fb.com/MoreCaucusNYC

more@morecaucusnyc.org

@morecaucusnyc

http://morecaucusnyc.org

Call: (347) 766-7319

 

What is wrong with the UFT leadership’s strategy and how can we fix it?

 

The UFT’s longtime strategy has been to cultivate relationships with “friendly politicians,” by supporting them in elections, lobbying on their behalf, and supporting legislation those leaders want. Perhaps most importantly, they guarantee labor peace.

But as a result, the leadership is hesitant to take any action that might upset these politicians, like holding rallies or even going on strike.

The limits of this strategy are apparent in our new contract. We have a Democratic Governor who is eager to show his progressive credentials. Our mayor is the most progressive NYC has had in decades. The city has a surplus of $4 billion. Yet despite all this, we still got wage increases below the rate of inflation and were forced to make givebacks in our healthcare. So even in the best of circumstances, this strategy is limited at best. What will happen if those circumstances change – like say in a recession?

 

To get better contracts and improve our working and living conditions we need a new strategy that prioritizes building strong chapters at every school so members are organized and ready to take action both at the school and city-wide level.

 

Well before the expiration of the new contract our union should launch a member-driven campaign to set contract goals and decide on a course of action to win those goals. Borough and city-wide rallies can develop a sense of union solidarity and collective purpose. Finally, as a union we can appeal to various community organizations through joint actions which link our contract campaign to a collective effort to fund our schools and make our city livable again.  

 

Why we need to build independent rank and file organization: Join MORE today!

 

Only a stronger base of rank-and-file teachers, counselors, paras and all education workers, knit together in a common organization that can share strategies and mobilize our coworkers can push the union leadership to alter its approach, and eventually lead the union in a different direction entirely.

 

We have seen what a tremendous difference this kind of organization can make in Chicago and Los Angeles.  This spring and fall, the teachers rebellion was led by educators building up their rank-and-file networks so they could engage in workplace actions.

 

United, we are stronger – that’s why you should check out our website and find out how you can help now – www.morecaucusnyc.org.  Whether it’s something as simple as passing on a leaflet to an interested coworker in the teachers’ lounge, making a monetary donation, or organizing a solidarity photo for our brothers and sisters in struggle elsewhere in the country, your actions can make a difference.

Looking through the UFT’s guide to the new NYC teacher evaluation system, I find myself wondering how it’s being read by educators coming from schools that vary widely in terms of educator autonomy, pedagogical philosophy and levels of trust between administration and staff. We are being told that our evaluation system will require our full comprehension and maintenance of: measures of teacher practice observation option selection forms, evaluator forms, consistent update of class lists/rosters, observation options A, B, C, D, the Matrix, and MOSL options (project based learning assessments, student learning inventories, performance based assessments, and progress monitoring assessments), not to mention how this plays out for what people teach (elementary/middle/high school, alternative assessment, English as a New Language, content areas, etc).

It is easily overwhelming. We are still figuring out the last evaluation system and living through the most rapidly changing succession of teacher evaluations in history. The truth is, we are being led by our tails. There are only two things to know:

1)  We should be upset, very upset. These were closed negotiations that, yet again, involved very little, if any, teacher input in the discussion of a system that is purporting to improve student achievement. It should not be considered normal for dues paying members to be handed a deal without having any democratic process for input. Any active teacher working with students could explain the complexities of the work we do, including factors that are not in our control and which cannot be measured and quantified. This lack of teacher voice leads to the continual and misguided reliance on the use of invalid metrics we know as the value added model.

2) Teacher evaluations based on metrics with any high stakes involvement is all about perpetuating a lean production model that narrows our teaching and students’ learning. The corporate education reform agenda initiated its systematic attack on public schools by casting its teachers as the source of the problem. Our union leadership, in an effort to placate this aggressive attack on our profession, used the only strategy it knows: attempting to throw its weight around the proverbial table. Pandering  to the notion of teacher evaluation based on unfounded formulas of value added models, and doing this without acknowledging the casualties of the systemic attack thus far, is unacceptable.

The 240,000 opt outs across New York State triggered a move towards the current moratorium on the use of state standardized tests, not the negotiating of the UFT leadership as they often like to credit themselves with. The reason ENL teachers are still evaluated using the Common Core aligned NYSESLAT and teachers of students who get alternative assessments are evaluated by that is because there has not been a high percentage of opt outs for those tests.

In regard to the MoTP portion of our evaluation, please read James Eterno’s ICE Blog piece on the matter. We now have two more required observations in our agreement for tenured teachers beyond the two required by state law and practiced in most districts. In a climate of high stakes where many, if not most, of New York City’s teachers experience observations as “gotcha” opportunities for administrators to intimidate and demoralize, the increase does not promote space for continual growth in teaching practice.

It does not matter what MOSL option we choose- it becomes distorted when stakes are attached. Using performance based assessments or any tools we use to drive instruction for our students a huge problem! What kind of metric for teacher value will be attached to our authentic forms of assessment? How will they- those designated to make up the arbitrary percentages- determine the scores and how much value will be added?

As we already know, this evaluation deal has nothing to do with improving outcomes for our students but everything to do with creating a system that breaks us and our union to further the privatization agenda. It is political. This is not just a criticism of our leadership’s practices; this is a proposal to engage rank and file members in the process before it is truly too late.

by Jia Lee, Chapter Leader, The Earth School

MORE/New Action 2016 Candidate for President of the UFT

The Ensure Success for All Students Act retains the requirement for 95% of students to be subject to annual testing in grades 3-8, threatening funding if districts don’t comply or parents opt out.

Here is the disturbing email that all UFT members received on Tuesday, December 1, a day before the Federal HELP Senate Committee was to vote on the reauthorization of the Elementary and Secondary Education Act (ESEA), called Every Student Succeeds Act (ESSA). UFT President Michael Mulgrew urges us to contact our senators to “Vote Yes” and I can only stare in shock at the screen.
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To the Public School Families and Educators of New York-

I would like to thank the many of you who have gone way out of their way to stand up for our schools, for their children’s educators, and for public education in New York. Governor Cuomo’s attacks have galvanized parents , students, and educators across the state, and have united in us in solidarity to protect our schools. So many of you have volunteered your time, attended rallies, spoken with your friends in person and through social media, signed letters and petitions, contacted elected officials, opted your children out of the state tests, and otherwise demonstrated your resistance to the data-obsessed, privatization-oriented corporate “school reform” agenda typified by Cuomo’s budget proposals.

I must make clear, though, that this is no time to declare victory or let up on the pressure; the budget that passed is a brutal one for public education in NY, different from Cuomo’s original proposals in only minor and cosmetic ways, though the Times and our the deeply compromised UFT leadership suggest otherwise. The funding secured, though it represents an increase, STILL does not satisfy the Campaign for Fiscal Equity lawsuit. The teacher evaluation system, though technically kicked down the road a bit to high stakes testing advocate Meryl Tisch and other like-minded bureaucrats at the State education department, is already pretty well established at this point, and it is everything we feared as far as escalating the testing regime, disempowering and demeaning educators (including principals), and almost certainly exacerbating the looming teacher shortage. Raising the charter cap (some would say the true heart of Cuomo’s proposals because charters are the main interest of his most ardent financial backers, hedge fund managers) has also been delayed for a few months, another fight soon to come. The Assembly Democrats who we thought had our backs threw us under the bus.

That is not to say that we shouldn’t take stock and appreciate how far we have come; we have mobilized in a way that is unprecedented, with staff, parents, and students uniting to stand up for the kids and for public education in solidarity across the state in the face of a concerted divide-and-conquer strategy (now being further utilized to attempt to placate parents in wealthy districts where opt-out rates and other forms of parental resistance are high). But we cannot allow ourselves to think that we have won and sink into complacency; the enemies of public education have struck a significant blow here, and though the changes will not be visible in the halls of our schools immediately, it will not take long before we see the effects, among the most visible of which is likely to be the high teacher turnover which is so harmful to a school, whether caused by getting fired for having the wrong kind of students or simply becoming demoralized by being made scapegoats for society’s ills. If we truly believe that the children and educators of New York are more than a score, this must be only the beginning of our resistance to Cuomo’s depredations.

Sincerely,

Dan Lupkin
Technology Coordinator/UFT Chapter Leader
PS 58, The Carroll School
Carroll Gardens, Brooklyn, N.Y.