negotiating in public

Union: City's evaluation demands torpedoed ATR buyout option

For the last six months, teachers whose permanent positions were eliminated have known that the city might offer to pay them to leave the city’s payroll. But they haven’t known how much the option could yield, complicating their job-hunting calculus.

Now, we know, sort of — a day after UFT President Michael Mulgrew told the Wall Street Journal that the option was “dead in the water.”

The option might have been $14,000, or $25,000, or 25 percent of a teacher’s annual salary, or 20 percent, according to conflicting information the union and city released today. But both sides agreed that the deal stalled after the city made the buyout offer contingent on a different city proposal to give raises to top-rated teachers, a plan that the union had rejected back in January.

In dueling press releases, city and union officials sparred over what terms they had discussed for the buyout. City officials said they had offered to pay $25,000 to teachers who had spent more than one year in the Absent Teacher Reserve if the teachers would resign from the Department of Education.

But union officials said the city’s numbers were misleading. The $25,000 option, they said, would only have applied to ATRs with enough education and experience to put them at the top of the city’s salary scale. Other teachers who had spent more than a decade working in city schools would have netted much less, they said, because the city wanted to cap the offer at 20 percent of each teacher’s annual salary. (The city said the cap was 25 percent of the annual salary.) One-fifth of the average salary of mid-career teachers in the ATR pool, union officials said, would have amounted to just a $14,000 payout.

The city-union dispute over numbers reflected far more significant ideological differences over how to reward excellent teaching and urge weak teachers out of the system.

Chancellor Dennis Walcott first proposed the buyout plan in May during a speech in which he also vowed to purge the city’s teaching corps of teachers who receive “unsatisfactory” ratings for two years in a row. At the time, union officials said lauded the city for arriving at a policy proposal that they said they had suggested for years. As recently as mid-August, as teachers in the ATR pool rushed to find new positions, union officials said the buyout option was still in negotiations and that one might make its way to teachers this fall.

But this week, Mulgrew told the Wall Street Journal, “We thought it was a ruse from the beginning.”

Union officials said they had come to that conclusion after the city responded to their counter-offer on the size of the buyout by adding a new condition to the same terms it had previously proposed. The city’s updated offer, made in late August, would have established a buyout only if the union also agreed to let the city give $25,000 raises to teachers with two consecutive “highly effective” ratings on an evaluation system that is not yet in place. The union had rejected the plan as merit pay within hours of when Bloomberg proposed it in January.

David Weiner, the Department of Education’s deputy chancellor in charge of teacher quality issues, today explained that the city had paired the initiatives because the increased pay would reward top teachers and the buyout would solve a problem posed by a set of teachers he characterized as weak.

“In our opinion, ‘highly effective’ should be the most well paid teachers and by offering that salary increase we feel we could be able to retain them at much higher levels. That was something we really were incentivized to do,” Weiner said. “At the same time our ATR pool is a much lower-quality group of teachers.”

Of the 800 teachers in the ATR pool at the end of last year, a third had been brought up on disciplinary charged and nearly a third had received an “unsatisfactory” rating in the last five years, Weiner said. “Folks qualifying for this based on their data were actually a much lower-quality group of individuals,” he said.

In his last message to principals, former chancellor Joel Klein characterized members of the ATR pool as “teachers who either don’t care to, or can’t, find a job.” In fact, the ATR pool was created in a 2005 contract deal between the Bloomberg administration and the union to house teachers whose positions are eliminated, either because of budget cuts or because their schools are shrinking or closing. But the city has long criticized the ATR pool as being a drag on the city’s schools budget because its members are paid their full salaries even though they do not occupy regular teaching positions.

In a statement today, Mulgrew suggested that the city’s political stance on ATRs had adversely affected negotiations over the buyout option.

“Despite the DOE’s mismanagement of the hiring process and the political needs of the mayor, we will continue to fight for the children in our schools, and the rights of the teachers in the ATR pool who are working hard in schools every day,” he said.

He was responding to a statement from the city, in which Walcott touted not only the buyout option but also Bloomberg’s proposal to raise the salaries of teachers who land top ratings on an evaluation system that is not yet in place. The union rejected that proposal as soon as it was proposed in January.

“In an effort to block any and all progress, Mr. Mulgrew has misrepresented our offers to the public, but we will continue to make proposals that reward our best teachers and remove those who are ineffective out of the classroom and off the payroll,” Walcott said in the statement.

Both union and city officials said they had devised their buyout offers based on payouts that would likely induce ATRs to leave the system. But none of the price points they said were discussed would have swayed most of the teachers GothamSchools spoke to this fall about the buyout option.

In August, when the option was still on the negotiating table, one teacher who had spent five years in the reserve pool said she was considering not applying for new jobs because she wanted to leave the buyout option open.

“Everything I’ve taught [via the ATR pool] is outside of my license area. But the truth is, if I accept a new position, I’d be ineligible for the buyout,” said the teacher, who asked not to be identified. “I might not take a position.”

But another teacher said no buyout would be large enough to convince him to give up on teaching in city schools.

And this week, a veteran teacher who is entering her second year in the ATR pool, said during a Department of Education hiring fair that companies such as IBM offer employees buyouts that equal hundreds of thousands of dollars. The department’s likely offer was just too small, said the teacher, who asked not to be identified because she was looking for another teaching position.

“The buyout wouldn’t be real,” said the teacher. “I would take it, if I could retire and not end up on the streets. It’s just not a realistic buyout if you couldn’t live on it.”

Their sentiments were similar to what other teachers told NY1 this week:

“They wouldn’t offer me enough,” said teacher Judith Allainer. “$10,000? Come on. When I’m making much more than that?”

“What would I like?” said [teacher Jonathan] Gibbs. “Give me years on my pension. If I’m a 15-year teacher, give me 20 years and I’ll take a buyout.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.