Looking to leave?

As two Detroit districts merge, uncertainty over leadership and pay stokes fear of teacher exodus in 11 schools

PHOTO: Erin Einhorn
Kindergarten teacher Stefanie Kovaleski of Bethune Elementary-Middle School is one of many teachers who could take a major pay cut when her school returns next year to Detroit Public Schools Community District if she doesn't get credit for her years of experience.

Stefanie Kovaleski loves teaching kindergarten at Detroit’s Bethune Elementary-Middle School.

“I love this building. I love the kids in it,” she said as she doled out hugs and high-fives to her young students while they lined up to get their backpacks at dismissal. “I love that I have autonomy and that I’m treated with professionalism here.”

She hopes to stay in her classroom and remain a part of her students’ lives, she said, but she’s actively talking to banks and credit unions about working outside education.

“I can’t see myself out of teaching but I’ve definitely started looking in the private sector,” she said.

Kovaleski, 33, is one of many teachers in the state-run Education Achievement Authority who say they’re considering leaving their schools in what some fear could be a mass exodus — the kind of disruption that could drive down test scores, drive up behavioral issues and create new challenges for children whose lives are already tumultuous.

“These children have very little stability in their lives,” Kovaleski said of a school where 98.7 percent of students are identified as “economically disadvantaged” by the state. “The people in this building are the only stable people they have.”

The EAA teachers fear major pay cuts and changes to school leadership when their schools return this summer to the main Detroit school district after five years of state control. Their departures could undermine  a group of 11 schools that have weathered multiple changes and enrollment declines since they were taken out of the Detroit Public Schools in 2012 and put into the state’s recovery district.

As the two districts prepare to reunite July 1, officials in both districts say they’re taking steps to ensure as much stability as they can.

The main district — now called the Detroit Public Schools Community District — extended offers to all EAA teachers who have not been rated ineffective so they can stay in their current jobs.

The Detroit school board this week lifted a hiring freeze that had been holding up decisions about principal and assistant principal jobs in the schools.

And leaders from both districts have been meeting regularly to discuss details of the transition, from summer school to building upgrades.

But with just weeks to go before the end of the school year, EAA teachers still don’t know what their salaries will be next year or who their principals will be and they’ve grown impatient with the lack of information.

“Many of us now feel that our backs are against the wall,” wrote Rubye Richard, an English teacher at the EAA’s Mumford Academy High School, in one of many letters EAA teachers have written to the Detroit school board in recent weeks.

“If decisions are not made and communicated to us, we are forced to continue searching for employment in other districts,” she wrote.

The delay in teachers knowing their salaries is related to the fact that the main district is negotiating a contract with its teachers union.

If negotiations don’t change salaries much from the current contract, EAA teachers could see major pay cuts. First-year EAA teachers, who are not in a union, now make $45,000 a year compared to less than $36,000 for their unionized DPSCD counterparts.

Some of the pay discrepancy is because EAA teachers worked summers while Detroit district teachers can make extra money teaching summer school. A DPSCD spokeswoman noted that the main Detroit district also pays more generous benefits than the EAA.

But the larger impact on EAA teachers will come from the decision about how much experience EAA teachers will be given credit for when they become DPSCD teachers.

When the EAA calculated teacher salaries, it gave new hires credit for all their years of experience. That means Kovaleski now makes $65,000 a year — a salary based on ten years of teaching including four years at Bethune, one year in the Dearborn school district and five years at a Detroit charter school.

But under Detroit’s current union contract, new teachers to the district typically get just two years of credit, regardless of how long they’ve worked in other districts.

Though the contract lets the district credit teachers with up to eight years of experience under special circumstances, such as critical vacancies, teachers like Kovaleski could essentially have to start from scratch.

The current Detroit teacher contract pays $40,643 to teachers with a master’s degree and two years of experience so Kovaleski could be looking at a nearly $15,000 pay cut.

Kovaleski’s mother lives with her, has congenital heart failure and $50,000 in debt from a recent hospital stay, she said. “The bills keep rolling in so when I stop and think, man, can I afford to take [a pay cut]? I just don’t know.”

Teachers union president Ivy Bailey said she regrets that some EAA teachers might take pay cuts. But she also notes that teachers in the main district have had stagnant wages for years.

“It would not be fair for someone from the EAA with only two years to come in here and make more than a teacher who has been here and … weathered the storm through all of this,” Bailey said.

Salary Comparison

The uncertainty has already driven some EAA teachers out the door.

District data show that 43 percent of EAA teachers did not come back for the current school year — twice the attrition rate from the year before. And principals say more teachers than usual have left mid-year.

At Bethune, principal Alisanda Woods said four of her 32 teachers have left since September.

Some left because they were worried about their salaries in DPSCD, Woods said. Others left because Bethune was one of 25 Detroit schools that were threatened with state closure this year. The closures were averted when the district this month signed a “partnership agreement” with the state, but some teachers were already gone.

Massive teacher turnover isn’t necessarily a bad thing if it’s part of a deliberate improvement plan, said Dan Goldhaber, the director of the University of Washington’s Center for Education Data & Research.

In Washington D.C., public schools saw improvement as a result of teacher turnover. “It was a very high functioning school district investing a lot of effort into screening new teacher applications and encouraging ineffective teachers to leave,” Goldhaber said.

But absent an effort like that, he said, studies show that too many new teachers will hurt kids. “Even if you were to replace a teacher with a second teacher of equal quality, just the disruptive effect of a teacher leaving will have” a negative impact, he said.

EAA Chancellor Veronica Conforme, who is leaving Detroit to start a new job in July, said she’s been working closely with her DPSCD counterparts to keep the EAA schools as stable as possible after the transition, but unanswered questions about teachers and principals are making that difficult.

“I’m really worried about the fact the we haven’t finalized offers” for teachers, Conforme said. “It’s the middle of May … That’s deeply concerning.”

The EAA schools, which were put into the district originally because of years of poor results, are still some of the state’s lowest-performing schools, but most of them have seen recent improvements. Conforme said she worries that progress could be disrupted if teachers leave.

The main Detroit district is already trying to fill more than 200 vacant teaching positions.

The EAA schools saw dramatic teacher turnover back in 2012 when the new district began.

“There was a big shakeup,” said David Arsen, a Michigan State University professor who wrote a paper on the early years of the EAA. But that big shakeup wasn’t well planned, he said. “The EAA was a spectacular train wreck right out of the gate.”

These years later, he said, he was hoping the process of returning the EAA schools to the main district would be smoother. (Of the original 15 EAA schools, three have been converted to charter schools and one has closed).

Conforme said she hopes most of her teachers  ultimately will decide to stay because if they leave, families will follow.

“What families and students care about is that there’s consistency with the teachers that have been teaching them, the support staff that have been supporting them and the leaders the families have gotten comfortable with,” Conforme said. “That part is critical.”

 

What do you think?

Detroiters react with praise — and fury — as district changes how it will decide who gets into Cass Tech and Renaissance

PHOTO: DPSCD
A student wearing a Renaissance High School t-shirt competes in a robotics competition.

Reaction was swift and strong last week when Chalkbeat reported that Detroit’s main school district is changing the way students are admitted to Cass Technical High School, Renaissance High School and two other selective schools.

Some parents, teachers, students and members of the schools’ devoted alumni associations praised the district’s decision to reduce the role of testing in admissions decisions. But others expressed anger and concern about how the changes will affect the schools and how decisions about the changes were made.

Instead of basing admissions decisions primarily on the results of a single exam, the district will this year turn the process over to an admissions team comprised of teachers and staff from the schools, as well as administrators in the district’s central office. They will use a score card to decide admissions with just 40 percent of a student’s score coming from the high school placement exam. The rest of the points will come from grades, essays and letters of recommendations. Students currently enrolled in the district will get 10 bonus points that will give them an edge over students applying from charter and suburban schools.

The news turned into one of the most talked about stories on our site this year — and readers’ reactions ran the gamut. Read some of what our readers had to say below.

Some thought the change was problematic:


Others applauded the changes:




A current Cass Tech teacher said she agreed the admissions process needed to change, but was concerned that the district did not ask for her input on the new system:

How do you feel about the new admissions process? Tell us below in the comments or weigh on on Facebook or Twitter.

School and church partnership

Detroit district aims for faith-based partnerships for every school to support student needs

Superintendent Nikolai Vitti surrounded by religious and district leaders wearing new "Got Faith?" shirts.

Each Detroit public school might soon have its own church, synagogue, mosque, temple, chapel, or parish as a partner.

The district on Thursday announced an initiative to connect every district school with a faith-based community partner to help with academic support, student basic needs, and personal and career development, among other services.

The district is now trying to determine which schools have a defined partnership with a religious institution, but estimates that 25 to 30 percent of schools already do. Sharlonda Buckman, senior executive director of family and community engagement, said that the district hopes that, by the end of the year, every one of its 106 schools “has a religious partner working with them in tandem toward the goal of helping our children achieve.”

The program was announced at a press conference at the N’Namdi Center for Contemporary Art in Midtown, attended by educators, school board members, and invited guests.

“It doesn’t surprise me when I look around the room and see our religious leaders, because you guys, for a long time, have been investing in our children and our people, and it’s been an informal effort,” Buckman said. “You’ve worked with a number of our schools across the district, so today we recognize that we don’t need to do it informally anymore — we need to make this a formal part of how we move this district forward.”

The district is not unique in its approach: church-school partnerships are common across the country and in the state. The national partnering organization Kids Hope USA is based near Holland, Michigan. Supporters believe that stronger faith-school ties will not only improve local support for schools, but also help provide vital services for children and a more stable personal and family foundation upon which learning could take place.

District leaders “cannot lift our children up to their full potential by themselves,” Superintendent Nikolai Vitti said at the press conference. “We need help in that work.”

The district is looking to the faith-based partners to provide services such as tutoring, coaching, chaperoning; deliver before and after school support; donate uniforms and other goods; and highlight teachers at their institutions through announcements and bulletins.

R. Khari Brown, a professor of sociology at Wayne State, said the faith community is already deeply ingrained in Detroit in a variety of ways.

“There are a lot of community centers that closed down over the years in the city, and most churches in the city provide some sort of programming,” he said. “They provide backpacks and school supplies, so [the partnership] makes sense.”

Religion is also a large part of the culture of many African Americans, he said, and a significant force in a district where 81 percent of the students were black in 2016-2017.

“Most African Americans want their churches to be involved on the ills that disproportionately affect black people.” he said.

While other communities might balk at such intermingling of church and state, Brown said he believes that it is a “non issue” in this case because the religious institutions are not receiving money from the district.

The ACLU of Michigan said it had no comment at this time but that the organization hopes to “continue to learn more” about the district’s initiative.

Vitti said a more explicit district-faith community partnership could provide both protection and support for Detroit’s children.

“What I’m talking about is developing a stronger safety net to ensure that what students are not receiving in homes, what students are not receiving in school, can be addressed through the faith-based community,” Vitti said. “When we go back to when the city was at its peak, we worked together as a team to lift children up. When children fell through the cracks, there was a safety net to catch them and lift them back up. That happened through the school system, through the churches, the synagogues.”

Vitti said the initiative is part of his larger effort to align schools and the community more closely. Since starting in his position as superintendent in May of last year, he has been pressing programs like the parent academy.

The academy will provide parents with lessons on subjects like what to ask during parent-teacher conferences, how to create stronger readers, how to fill out FAFSA paperwork, and even how to print a resume. Vitti said most of all, it would empower parents to pursue educational goals for their children, even if they weren’t the best students themselves.

“Every parent knows education is important, but parents don’t know how to navigate the system often, and they feel hypocritical when they push their children when they know they didn’t do well in school,” he said.  

Vitti said he envisions a time when faith-based institutions could house some of the parent services.

He said he also sees the faith community working side by side with the district’s 5,000 role models initiative. The program is recruiting volunteers to work with middle and high school African American and Hispanic students, and plans to have sponsors in each school to work with students daily, taking them on field trips and providing an open line of communication.