official notice

More than 3,500 "turnaround" school staffers getting pink slips

Thousands of teachers, administrators, and school aides in the city’s 24 “turnaround” schools are getting official notification today that they aren’t assured a position next year.

The total number of workers at the schools who are being “excessed” — or having their positions eliminated — is 3,671, making this year’s citywide tally of displaced teachers larger than in any recent year. The Department of Education released the figures this afternoon but did not share data about excessing taking place at the city’s 1,600 other schools.

Schools learned that the excessing letters would be distributed today on Friday, and at some schools teachers received the notices while interviewing to retain their jobs. The workers who received the notification include 2,995 people represented by the United Federation of Teachers, mostly classroom teachers; 497 people represented by DC-37, the union that includes school aides and parent coordinators; and 179 members of the principals and administrators union.

Typically, schools excess teachers because of budget cuts, enrollment drops, and changes to program offerings that render the positions impossible to fund. But this year, every single person who works at the 24 schools undergoing a federally prescribed turnaround process is being excessed — and virtually every single person is being replaced, either by himself or by another person, during restaffing processes that are already underway.

The expansive game of musical chairs is intended to shake up the staffs of struggling schools and make them eligible for a pot of federal funds known as School Improvement Grants.

“We think it is an exciting opportunity and moment to infuse new talent into these new schools and produce gains for students,” said Marc Sternberg, the Department of Education deputy chancellor supervising the turnaround process.

Already, department officials say, more than 7,000 applicants have cast more than 26,000 applications for the 2,995 teaching positions at the schools, for an average of more than eight applications for each open position.

Some of the schools have had difficulty filling open positions in the past: More than half of them started this school year with at least three vacancies, according to the department. One principal, Linda Rosenbury at M.S. 22 in the Bronx, told department officials that she had received more than a thousand applicants for 50 positions, compared to fewer than 50 applications last year for seven vacancies.

Department recruiters have helped pull in applicants, but the number of applications has been “way more than we could ever take credit for,” Sternberg said. “It’s a unique opportunity [for teachers] to apply an entrepreneurial spirit to the challenge of creating a new school.”

About 2,600 of the applicants are currently working in the 24 schools, meaning that more than 85 percent of teachers are reapplying for their own job or other jobs in turnaround schools. The rest of the applicants are working at other schools in the city or are trying to break into the city school system, which has had stringent hiring restrictions in place since 2009. The city is bringing on 900 new Teaching Fellows this year, twice as many as it hired in 2011, to fill vacancies across the system.

Hiring committees consisting of a principal, department appointees, and teachers union appointees are in place at each turnaround school. The committees must interview any current teacher who wishes to stay on after his school is revamped and must, in accordance with a clause in the city’s contract with the teachers union, extend offers to at least half of qualified applicants from within the schools. But what constitutes qualification leaves room for discretion and has some teachers concerned that they will be shut out unfairly.

Some committees have begun offering positions to applicants. But the city and union are locked in arbitration over collective bargaining rules at the schools. If the arbitrator rules in the union’s favor, hiring decisions would be reversed.

The city’s letter to school workers who are being excessed included that information in a bold-faced “important note” in the second paragraph. And a UFT spokesman emphasized the up-in-the-air reality for the turnaround schools’ rehiring in a statement responding to the excessing letters.

“No final personnel decisions involving these schools can be made until the arbitrator rules on the UFT’s contention that these are ‘sham closings,’” said the spokesman. “We expect that decision before the end of the school year.”

Teachers who are not rehired at their school or any other enter the Absent Teacher Reserve, a pool of teachers without permanent positions who rotate through vacant positions on a weekly basis. They continue to draw their full salary in an arrangement that the city and union agreed upon in 2005 but now has Department of Education officials calling for a time limit on how long teachers can remain in the ATR pool.

School aides who are not rehired do not have the same protection; last year, hundreds of DC-37 members whose positions were eliminated were fired after several months in limbo.

The city’s letter to schools workers at turnaround schools is below.

Dear Colleague:

As a result of the closing of our school and in compliance with contractual mandates, you have been placed in excess from our school for next year. You are being given a temporary assignment until such time as you find a full-time position at a new school.

IMPORTANT NOTE:  Please be mindful that there is currently a grievance arbitration pending regarding school closures and all personnel decisions are subject to change based on the outcome in that matter.  We expect a decision from an arbitrator by the end of June.  I will keep you informed of any updates.

I want to sincerely thank you for your service to our students.  Your support of their education and growth is greatly appreciated.

This letter outlines guidance for finding a new position, as well as your next steps when the 2012-13 school year begins in September.

I. Finding a new regular assignment prior to September 4:         

Beginning now, please make every effort to use the available tools and resources to apply for and attempt to secure a new, regular assignment as soon as possible. A description of specific supports, including the Open Market system, and resources can be found below.  Keep in mind that by starting the job search process earlier you will have access to a broader range of opportunities.

Using the Open Market/Excessed Staff Selection Systems, a key tool in your job search:

  • The Open Market (OM) system allows you to search for schools and vacancies and allows schools to consider you for possible selection. To access the system, go to https://www.nycenet.edu/offices/dhr/transferplane/. Use this website to search for schools and vacancies, enter your applicant statements and résumé, and submit applications to vacancies at schools of interest to you.
  • The Open Market transfer period is open until August 7. Following August 7, the system converts to the Excessed Staff Selection System (ESSS) which is available through the same link exclusively to employees in excess.
  • Vacancies continue to occur throughout the summer and even after the opening of school so you should continue to check OM or ESSS for updates.

You should also verify that your contact information is up to date in the registration section of the Open Market system.  This information, in conjunction with your DOE email, will be used to contact you for recruitment and interview opportunities as well as to advise you of assignments should you remain in excess when the school year begins. If you do not already have access to your NYC DOE email account or need assistance on its use, please contact the DOE Helpdesk at (718) 935-5100, or visit the following link: http://schools.nyc.gov/Offices/EnterpriseOperations/DIIT/default.htm

Using the Teacher Hiring Support Center services:

The NYC DOE has resources available to assist you in your search for a new assignment through the Teacher Hiring Support Center (THSC), managed by the Office of Teacher Recruitment and Quality.  Resources available to all excessed UFT-covered school-based staff include job search webinars, resume and cover letter templates, and sample interview questions. Access to these services and updates on recruitment events can be found on the Teacher Hiring Support Portal at http://thscnyc.org. For more information on these services, please email [email protected] or call HR Connect at (718) 935-4000.

II. If you are NOT selected for a new regular assignment before school opening:

If you are not selected for a regular assignment before school opening you will be in excess/ATR status until you find a new, regular position.

As long as you remain in excess/ATR status, your school assignment may change on a weekly basis within your seniority district. Your initial ATR assignment – where to report on September 4th – will be viewable on Open Market/ESSS in late August.  (Note that you will NOT be assigned to the same school where you worked this year and should not report to that location in September.)  You will receive more instructions, via your NYC DOE email, on how to access ATR assignment information in Open Market/ESSS later in the summer.

Finally, keep in mind that even if you are still in excess once school starts, you are still expected to be proactive in seeking a new, regular assignment outside of the ATR.

Once again, I value your professional commitment to our students, and I wish you the best of luck in your search for a new, regular assignment.

If you have any immediate questions regarding excessing or related issues, please contact HR Connect at (718) 935-4000.

Sincerely,
Principal

cc:           Network HR Director
Network Budget Officer

Struggling Detroit schools

The story of Detroit’s schools is much more nuanced than many people realize. Here’s how we can cover it together.

PHOTO: Erin Einhorn
Rynell Sturkey, a first-grade teacher at Paul Robeson Malcolm X Academy on Detroit's west side often manages jam-packed classrooms of 37 kids or more. Her students have no music or art or gym. “They’re with me all day in this room. We’re tired,” she said.

Ever since my husband and I announced to friends and family three years ago that we’d made the somewhat-impulsive decision to sell our apartment in Brooklyn and move with our two small children to downtown Detroit, we’ve been confronted with the same persistent questions:

Erin Einhorn
Erin Einhorn

“You live in Detroit” we’re asked, with a tone of skepticism and, frankly, judgement. “And you have kids?”

The questions are rooted in the perception that the schools in Detroit are so awful that no decent parent with other options would reasonably choose to live in this city. It’s a perception I know is grounded in some deeply concerning conditions in Detroit schools, including many of the issues I’ve covered as a reporter for Chalkbeat. I’ve written about the Detroit teachers and families who alleged in a federal lawsuit last year that the conditions in Detroit schools are so deplorable that they violate children’s right to literacy. I’ve spent time in classrooms where a teaching shortage has meant 37 first-graders packed together all day without a break for music, art or gym. And I’ve seen the heartbreak on the faces of students and parents who’ve learned that the charter school they’d chosen would be closing, leaving them to scramble for another school in a city where choice is abundant, but quality is rare.  

I appreciate the concern from friends and family who are worried about my children, but the truth is that my kids are going to be completely fine. My husband and I have a car and accommodating jobs that enable us to enroll our kids in any school in any neighborhood  — options that poor transportation and the uneven distribution of schools have put out of reach for far too many kids. And, as it happens, we found a great public school right in our own neighborhood where our oldest child now walks every day to kindergarten.

The truth is that the story of Detroit’s school is much more nuanced than most people realize. There are serious challenges — no doubt about that — but we’re not going to be able to address them until we stop asking each other what we’re going to do about educating our own children. We need to start asking what we can do to make sure that families in every neighborhood have a shot at a decent education. That’s what we try to do at Chalkbeat. We aim to tell the stories of teachers and students and parents, to put a human face on challenges that would otherwise be difficult to understand. We look at what’s working in our schools and what urgently needs to change.

This school year marks the first full year that Detroit’s main school district will be led by a new school board and superintendent. And it will be Chalkbeat’s first full school year since we formally launched in Detroit last winter. We hope to grow this year, adding another reporter to help us expand our coverage of early childhood education, special education and other matters crucial to the city’s future. And we’ll continue to cover the important issues affecting Detroit children and the way they learn.

We can’t tell these stories without you. So please — reach out! Introduce yourself, join our community by submitting a story tip, giving us feedback or making a financial contribution. Contact us at [email protected], follow us on Facebook and at @ChalkbeatDET. And, please, keep reading!

 

now hiring

With a new school year underway, hundreds of teaching positions remain unfilled in New York City

PHOTO: Jaclyn Zubrzycki

Hundreds of schools are missing teachers and support staff two weeks into the school year, with many of the openings in high-poverty districts and struggling schools that are typically the hardest to staff, according to postings on a city database in mid-September.

There were almost 1,700 job postings as of Sept. 19, according to data obtained by Chalkbeat. The listings offer a snapshot of the jobs advertised that day — not an official tally of the total citywide staff openings.

Still, they indicate a critical need for special-education teachers and paraprofessionals, teaching assistants who tend to work with young students and those with disabilities. Many of the unfilled positions were in low-income districts in the Bronx and Brooklyn, and dozens were in schools in the city’s Renewal program for low-performing schools.

The vacancies were posted in the city’s Excessed Staff Selection System, which lists jobs available to teachers in the Absent Teacher Reserve — a pool of teachers who lack permanent positions because they face disciplinary or legal issues, or their schools were closed or downsized. The listings hint at where teachers in the ATR pool may land this year, since the city recently announced it will place such teachers in schools that still have vacancies after Oct. 15.

Education department officials said the data “doesn’t provide accurate or precise information on school vacancies.” In particular, they said there could be a lag in updating the postings, or that schools could post positions that are expected to become available but are currently filled.

In addition, schools may list the same job more than once in order to advertise the position to teachers with different certifications, officials said. For example, a posting for a computer science teacher could also appear as openings for math and science teachers.

Still, the postings suggest where the need for teachers may be greatest — and where ATR teachers could likely end up.

Four out of the five districts with the most postings were in the Bronx. They include Districts 7 and 9 in the South Bronx, along with Districts 10 and 12. District 19 in Brooklyn, which includes East New York, also had dozens of listings.

In District 7, where more than 90 percent of students are poor, there were 60 postings for teachers in subjects ranging from Spanish to physical education and music. That includes 26 listings for paraprofessionals, who are often mandated by students’ special-education plans.

Overall, there were more than 600 listings for paraprofessionals, about half of which were needed to work with students who have disabilities. Almost 400 of the postings were for special-education teachers, who are often in short supply.

Devon Eisenberg knows these staffing challenges well. She is co-principal of The Young Women’s Leadership School of the Bronx in District 9. Despite boasting a staff-retention rate of about 90 percent, the school started the year short one teacher. To plug the hole, Eisenberg relied on substitutes and other teachers to cover the class. She was able to find a permanent hire this week, though the pool of qualified candidates was slim.

“This is definitely not fair for our students as they are not receiving consistent and coherent instruction,” she wrote in an email. “It is also stressful for the teachers covering these holes.”

Starting the school year with a substitute teacher can become a barrier to learning. Research has shown that staff turnover leads to lower test scores, even for students who weren’t in the class that lost its teacher.

Turnover tends to be highest in struggling schools, which often serve the neediest students.

Schools in the Renewal program — which includes 78 low-performing schools — posted about 70 openings, according to the data analyzed by Chalkbeat. The greatest shortage was for special-education teachers, for which there were 16 postings. That was followed by math teachers, with nine openings.

At M.S. 391 The Angelo Patri Middle School, a Renewal school in the Bronx, there were two postings for math teachers. Last year, only 8 percent of students passed state math exams at the school, which has a new principal.

Carmen Marrero teaches special education at M.S. 391 and has worked in other Bronx schools that struggle with staffing.

“We tend to deal with a lot of behavior challenges,” she said, referring to schools in the Bronx. “I guess that keeps some of the aspiring teachers or some of the teachers who are already in the field away from this side of town.”

This year, the openings come with an additional consequence: Schools with vacancies could be prime candidates to receive teachers in the ATR.

Though officials say they will work closely with principals, the department could place teachers even over the objections of school leaders. Some principals have threatened to game the hiring system by simply not posting openings in order to avoid having a teacher from the ATR placed at their school.

Meanwhile, some teachers in the pool dread being assigned to schools whose openings could signal poor leadership or a tough work environment.

Teachers who are in the ATR will not be placed in positions outside of their license areas, which may limit how many of the openings the education department can fill after mid-October.

Critics say the policy will place the least effective teachers in the neediest schools. Education department figures show that only 74 percent of ATR teachers were rated effective, highly effective or satisfactory in 2015-16 — compared to 93 percent of all city teachers.

Education department officials said the city has worked with schools to fill their vacancies well before the start of the school year.

Maria Herrera, principal of Renaissance High School for Musical Theater in the Bronx, said she tries to have all her hires in place by June. That way, she can involve future teachers in end-of-the-year activities that help build a sense of community, and provide training over the summer.

This year, she was able to start school fully staffed. The education department allowed schools to fill positions earlier this year and held numerous job fairs, she said.

“I feel really supported,” she said.