another day another deadline

As latest teacher eval deadline nears, renewed pressure for deal

A screenshot from Educators 4 Excellence's new television ad, which encourages a quicker adoption of new teacher evaluations in New York City than Gov. Andrew Cuomo's budget proposal would allow.
Gov. Andrew Cuomo is getting an onscreen assist from advocates as he gears up to make yet another next move to get New York City to adopt new teacher evaluations. But his bid for more authority could face an uphill battle in the legislature.

After the city and teachers union failed to agree on an evaluation system by his Jan. 17 deadline, Cuomo announced that he would use this year’s budget cycle to seek the right to impose a system on the city. Under his plan, legislators would write the right into state law when they sign off on this year’s state budget.

Budget amendments are due this week, and Fredric Dicker of the New York Post reported over the weekend that Cuomo is planning to propose language that would allow him to impose a teacher evaluation system on New York City if one is not in place by Sept. 17.

That’s not fast enough for some advocates of new teacher evaluations. The teacher advocacy group Educators 4 Excellence, which has been lobbying for new teacher evaluations, is running a television ad this week arguing that Cuomo should impose an evaluation system well before September.

Jonathan Schliefer, the group’s New York City director, said Cuomo’s deadline “kicks the can so far down the road” that teachers would have to go another year without being rated using multiple measures. (If the city and union had agreed on an evaluation system last month, the system would have generated ratings for the current school year, at least in theory.)

“Why not just establish a system as soon as possible?” Schliefer said. “The one thing that’s going to kill a system is uncertainty.”

The group bought airtime on several New York City television stations but aims to influence legislators in Albany, who would have to sign off on Cuomo’s request for him to have the power to impose evaluations.

Convincing legislators could be a challenge: They know that giving Cuomo the right to intervene in New York City would set a precedent for governors to step into local education disputes across the state. Currently, Cuomo has less sway over the State Education Department than over other state agencies because the department is governed by an appointed Board of Regents, not the governor’s office.

“SED and Regents is really the only agency he doesn’t control. … It drives him crazy. It drives every governor crazy,” State Sen. John Flanagan, who chairs the State Senate’s education committee, said after speaking at an Educators 4 Excellence event last month.

“I don’t see that happening. … I don’t want to give him that authority,” Flanagan said about Cuomo’s proposal to impose an evaluation system in New York City.

Instead, Flanagan said, legislators are motivated to push city and union officials to break their longstanding stalemate on evaluations. “I think it’s going to get resolved,” he said. “It may be ugly, but I think it’s going to get resolved.”

Since the Educators 4 Excellence event where Flanagan spoke, three weeks have passed without the city or union acknowledging any progress from behind closed doors. The city Department of Education did submit a plan to the State Education Department for how it would implement new evaluations once a system is adopted, but the plan did not address all of the details that the state had requested.

Educators 4 Excellence TV ad on teacher evaluations from GothamSchools on Vimeo.


This mom came to the newcomer school ready to stand up for son. She left with a job.

PHOTO: Provided by Javier Barrera Cervantes
Charlotte Uwimbabazi is a bilingual assistant at the Indianapolis Public Schools newcomer program.

When Charlotte Uwimbabazi showed up at Indianapolis Public Schools’ program for new immigrants, she was ready to fight for her son. When she left that day, she had a job.

A native of the Congo, Uwimbabazi fled the war-torn country and spent nearly a decade in Cape Town, South Africa waiting for a new home. Last spring, Uwimbabazi and her four children came to the U.S. as refugees.

(Read: Teaching when students are full of fear: Inside Indiana’s first school for new immigrants)

When the family arrived in Indianapolis, Uwimbabazi’s youngest son Dave enrolled at Northwest High School. But he wasn’t happy, and a volunteer helping to resettle the family suggested he transfer to Crispus Attucks High School. When the school year started, though, Crispus Attucks turned him away. Staff there said he had been assigned to the newcomer program, a school for students who are new to the country and still learning English.

There was just one problem: Dave was fluent in English after growing up in South Africa. Uwimbabazi said it’s the only language he knows. So Uwimbabazi and her son Dave headed to the newcomer school to convince them he should attend Crispus Attucks.

That’s when Jessica Feeser, who oversees the newcomer school and programing for IPS students learning English, stepped in — and found a new resource for the district’s growing population of newcomer students.

Feeser immediately realized that Dave was fluent in English and should enroll in Crispus Attucks. Then, Uwimbabazi started talking with Feeser about her own experience. With a gift for languages, Uwimbabazi speaks six fluently, including Swahili and Kinyarwanda, languages spoken by many African students at the school.

“Where are you working right now?” Feeser asked. “Would you like a job here?”

Uwimbabazi, who had been packing mail, took a job as a bilingual assistant at the school. Her interaction with the district went from “negativity to positivity,” she said.

The newcomer program has seen dramatic growth in enrollment since it opened last fall, and it serves about three dozen refugee students. Students at the school speak at least 14 different languages. As the only staff member at the school who speaks Swahili and Kinyarwanda, Uwimbabazi is a lifeline for many of the African refugees it serves, Feeser said.

She works alongside teachers, going over material in languages that students speak fluently and helping them grasp everything from simple instructions to complex concepts like graphing linear equations, Feeser said. She also helps bridge the divide between the district and the Congolese community on Indianapolis’ westside, going on home visits to meet parents and helping convince families to enroll their children in school.

When students in the newcomer program don’t share a language with staff members, the school is still able to educate them, Feeser said. But it is hard to build community without that bridge. Uwimbabazi has played an essential role in helping the school build relationships with families.

“She believes that all of our families are important, and she’s working diligently to make sure that they feel that their voices are heard,” Feeser said. “It was a gift from God that she joined us.”

the end

A 60-year-old group that places volunteers in New York City schools is shutting down

PHOTO: August Young

Citing a lack of support from the city education department, a 60-year-old nonprofit that places volunteers in New York City schools is closing its doors next month.

Learning Leaders will cease operations on March 15, its executive director, Jane Heaphy, announced in a letter to volunteers and parents last week.

In the message, she said the group had slashed its budget by more than a third, started charging “partnership fees” to participating schools, and explored merging with another nonprofit. But the city pitched in with less and less every year, with no guarantee of consistency, she said.

“This funding volatility has created insurmountable challenges to the long-term viability of our organization,” Heaphy wrote. “We regret the vacuum that will be created by our closure.”

The group — which began as part of the city school system but became its own nonprofit in the 1970s — says its volunteers work with more than 100,000 students in more than 300 schools every year, many of them faithfully. When then-84-year-old Carolyn Breidenbach became the group’s 2013 volunteer of the year, she had been helping at P.S. 198 on the Upper East Side daily for 12 years.

Heaphy’s full message to volunteers is below:

Dear [volunteer],

It is with a heavy heart that I write to inform you Learning Leaders will cease operations on March 15 of this year. This organization has worked diligently over the last few years to sustain our work of engaging families as Learning Leaders, but the funding landscape has become too challenging to keep our programs going. While we have been able to increase our revenues from a generous community of funders, we have ultimately come to the conclusion that without a consistent and significant base of funding from the NYC Department of Education, we cannot leverage foundation grants, individual donors, or school fees sufficiently to cover program costs.

In the face of growing financial challenges, Learning Leaders reduced its costs as thoughtfully as possible — and in ways that did not affect our program quality. Rather, we sought to deepen and continually improve our service to schools and families while eliminating all but the most necessary costs. These efforts reduced our budget by more than 35 percent.

At the same time, we sought greater public support for our work with schools and families across the city. We are grateful to the foundations and individual donors that have believed in our work and provided financial support to keep it going. We were gratified when schools stepped up to support our efforts through partnership fees. While these fees only covered a portion of our costs, the willingness of principals to find these funds within their extremely tight school budgets was a testament to the value of our work.

Throughout an extended period of financial restructuring Learning Leaders advocated strongly with the Mayor’s Office and the DOE [Department of Education] for a return to historical levels of NYC DOE support for parent volunteer training and capacity building workshops. While we received some NYC DOE funding this year, it was less than what we needed and was not part of an ongoing budget initiative that would allow us to count on regular funding in the coming years. Several efforts to negotiate a merger with another nonprofit stalled due to the lack of firm financial commitment from the DOE. Over time, this funding volatility has created insurmountable challenges to the long-term viability of our organization.

We regret the vacuum that will be created by our closure. If you have questions or concerns about opportunities and support for family engagement and parent volunteer training, you can contact the NYC DOE’s Division of Family and Community Engagement at (212) 374-4118 or [email protected].

On behalf of the board of directors and all of us at Learning Leaders, I offer heartfelt thanks for your partnership. We are deeply grateful for your work to support public school students’ success. It is only with your dedication and commitment that we accomplished all that we did over the last 60 years. We take some solace in knowing that we’ve helped improve the chances of success for more than 100,000 students every year. The Learning Leaders board and staff have been honored to serve you and your school communities.

Jane Heaphy
Executive Director