departures

Top UFT official to leave for union's Washington, D.C. think tank

United Federation of Teachers Vice President Leo Casey at a public hearing about Opportunity Charter School's charter renewal in November.

A top United Federation of Teachers official who has been the union’s leading intellectual voice in recent years is heading south.

But he won’t be going as far as Florida, a common destination for union members who retire. Instead, Leo Casey, the vice president of academic high schools since 2007, said today that is taking a new position this fall as the director of the Albert Shanker Institute in Washington, D.C. The institute is a research arm of the American Federation of Teachers, the national union to which the UFT belongs.

In his role at the UFT, Casey has been both an intellectual and a seasoned activist. He has represented the union on various panels, forums, and debates on education policy and blogged prolifically for the union’s news and opinion site, Edwize. But he has been just as comfortable protesting at public hearings, where he was known to deliver fiery speeches against school closures, co-locations, and other policies that the union opposed.

In moving to the Albert Shanker Institute, a progressive think tank focused on education and labor policies, he will focus on research. Casey, a city teacher for 27 years, said that he hoped his legacy at the UFT would be of pushing against school reform that is driven by non-educators.

“I think one of the most important things that has driven my time at the UFT is to provide a voice for classroom teachers and that far too much of education policy making today is in the hands of folks who don’t understand what it’s like to teach,” Casey said.

AFT President Randi Weingarten, a close friend and former colleague who helped hire him as a board member on the Shanker Institute, called Casey “an exquisite choice.”

“I could not be more pleased that someone who has been a teacher and a union activist and a leader in the UFT all these years would agree to take over this very important think tank,” said Weingarten, who worked and co-taught with Casey when she was president of the UFT.

People who have worked closely with Casey over the years said today that his departure would leave a major hole in the union and that he would be difficult to replace.

“Leo’s very, very bright. He’s very much a public intellectual,” said education historian and activist Diane Ravitch, who sits on the Shanker Institute’s board.  “I think there should be somebody who can kind of be the intellectual and policy face of the union.”

Casey has also been one of the UFT’s staunchest defenders. In February, Casey used Edwize to take on Ravitch and Carol Burris after they criticized the union for endorsing a teacher evaluation deal that they believed counted test scores too heavily. Casey challenged their grasp of the complex issue and believe their public writings on the subject were misguided.

“Unfortunately, complexity has provided a fertile ground for commentaries on the New York teacher evaluation framework that reach alarmist conclusions, with arguments built on a foundation of misinformation and groundless speculation,” he wrote.

Casey also butted heads with activists who were traditionally aligned with the union. At a Panel for Educational Policy meeting earlier this year, Casey drew heat from Occupy the DOE protesters who wanted the union to join them in a united rally.

Yet even traditional enemies of the union said they respected him.

“This is a big loss for the UFT,” said Gideon Stein, a vice chair of Success Academy Charter Schools. “Leo is their leading intellectual and probably best writer.”

Stein, president of Future is Now Schools, was also on the other side of the negotiating table when Green Dot Charter High School teachers recently signed an updated union contract.

“I really liked working with Leo and while we certainly have don’t see eye to eye on a lot of issues, he’s a very decent guy,” Stein added.

Casey currently teaches global studies at Manhattan’s Bard High School Early College. Previously, he taught at Clara Barton High School, including a stint when he co-taught with Weingarten.

“For me, it’s all the same movement,” Casey said of his decision to leave the UFT. “It’s the same purpose. I’m just doing it in a different place.”

He added, “I have something important to add on the policy side and to really speak with some authority. I think in some ways it’s a job that I am particularly well-prepared for.”

Below: Watch a video of Casey arguing with Brian Jones, a teacher who is active in the Grassroots Education Movement, about protest tactics for a PEP meeting where school closures were on the table.

magnetic fields

Three Indianapolis schools recognized for diversity, but local efforts to integrate are still underway

PHOTO: Alan Petersime
School 27

Three Indianapolis public schools can claim a new title: 2017 National Magnet School of Distinction.

The prize, given annually by a national group promoting the themed schools, recognizes schools that boost student achievement, promote diversity, and have strong community ties. Among this year’s 244 winners nationally are Center for Inquiry Schools 2, 27, and 84, all part of the Indianapolis Public Schools district.

“Being recognized as a Magnet School of Distinction provides just one affirmation to the collective CFI School family that their philosophy, tireless work ethic, community support, and relentless journey to provide students with the absolute best inquiry based education is paying dividends to their students, to IPS, and to the larger community,” said Greg Newlin, the district’s academic improvement officer, in a statement.

The three schools use the International Baccalaureate curriculum. And their students are more likely to be white and more affluent than at the average district school. The schools’ demographics vary widely: School 27 is well integrated, with about 39 percent white students and 41 percent black students. In contrast, School 84 is nearly 83 percent white this year in a district where students of color make up 80 percent of enrollment.

That could soon change. After a series on segregation from Chalkbeat and the Indianapolis Star exposed how rules about magnet school admission gave the most privileged families in the district an edge at sought-after schools, the school board last year voted to adopt policies designed help more low-income students win admission to magnet schools. The new policies could reshape who enters the schools this fall.

“Magnet schools were born out of the civil rights movement and were intended to help school districts to reintegrate,” IPS board member Gayle Cosby said at the time. “We want to make sure that magnet schools are not actually serving a different purpose in our district.”

The award to the Indianapolis schools is the second tier that Magnet Schools of America hands out. Schools that have especially strong academic performance can earn a different title: schools of excellence.

First Person

I’m a teacher, not an activist. Here’s why I’m joining the March for Science this weekend

PHOTO: Creative Commons / Jeremy Wilburn

I became a science teacher because there’s nothing I love more than talking about science. This Saturday, I’ll march for science in Cleveland because there’s nothing I believe is more important than defending science in our society and our classrooms.

My love affair with science goes back to my seventh-grade teacher, Mr. Hurst, who took a hands-on approach to science education. Through labs and real-world investigations, my classmates and I discovered the complexity of scientific discovery. While I originally pursued a career in lab research, I soon realized that my true passion lay in teaching – that I could fulfill my love of science by delivering the same quality of teaching that I’d received to the next generation.

I’m marching for science on Saturday because every student deserves such a strong foundation. A well-rounded education should be a reality for every child in America – and that must include science, technology, engineering and math. Without it, our country won’t be able to solve the very real crises looming just over the horizon.

The world’s population is growing exponentially, consuming a limited supply of natural resources at a faster pace. We rely on nonrenewable forms of energy that we’ll inevitably exhaust at a great environmental cost. Medical advances have slowed the spread of infectious disease, but our overuse of antibiotics is leading to a new generation of drug-resistant pathogens.

Our children need to know what they are up against so they can design their own solutions. They need an education that enables them to think analytically, approach a problem, tackle new challenges, and embrace the unknown. That’s exactly what good science education does.

Still, I understand that some may wonder why teachers are marching – and even if they should. Some will inevitably accuse teachers of “politicizing” science or stepping “out of their lane.”

But marching for science is distinct from the kind of political statements I dutifully avoid in my role as a teacher. To me, marching is a statement of fact: without science teachers, there is no science education; without science education, there is no future for science in America. Science teachers and their classrooms are the agar in the petri dish that cultures our students’ scientific minds. (Did I mention there’s nothing I love talking about more than science?) In any movement for science, teachers have a role to play.

Marching, like teaching, is to take part in something bigger. Years from now, if I’m lucky, I might glimpse the name of one of my former students in the newspaper for a scientific discovery or prestigious award. But by and large, it’s my job to plant seeds of curiosity and discovery in a garden I may never see.

On Saturday, I’ll be there alongside doctors and nurses, engineers and researchers, and citizens from all walks of life who love science and want to see it valued and respected in our country. We might not see the fruit of our labors the day after the march, or even after that, but the message we send will be clear.

If you’re a parent or student – maybe one of my own – I hope you see that passion for science on full display around the nation this Saturday. I hope you see why having committed science teachers like myself and my colleagues is inextricably bound to the fate of our world. I hope that recognition grows into action to support teachers and demand universal access to an excellent science education, like the one I strive to provide every day in my classroom.

Sarah Rivera teaches engineering, biology, biomedical science, and environmental science at Perry High School in Perry, Ohio. She is also a member of 100Kin10’s teacher forum.