preemptive strike

Union: City is the reason, not the solution, for teacher shortages

The Department of Education hasn’t officially submitted a proposal to train and certify its own teachers, but already the plan has encountered stiff resistance.

Just two days after a top department official floated the idea during testimony at Governor Cuomo’s education reform commission, New York City teachers union president Michael Mulgrew said he “strongly opposes” any effort to give the city authority over teacher certification, a process currently reserved almost exclusively for education colleges.

State and city officials contend that handing off certification duties to the education department would help chip away at the long-standing problem of teacher shortage some subjects.

But citing teacher attrition data from the 2006-2007 school year, Mulgrew wrote in a letter to commission Chair Richard Parsons today that if anyone is to blame for the teacher shortages in the school system, it is the education department.

Of the 6940 teachers hired that year, 38.9 percent have left the system, according to data provided by the UFT. That rate increased to 50 percent for teachers of Science, English and English as a Second Language.

“The specific problems of staffing these shortage areas are not a function of poor teacher training in existing institutions, but rather the DOE’s abysmal record of supporting, developing and retaining the teachers it already has,” Mulgrew wrote.

Overall teacher attrition is actually down 50 percent since the time Bloomberg took office a decade ago, according to department spokeswoman Erin Hughes said.

“Mr. Mulgrew is entitled to his own rhetoric, but not his own facts,” Hughes said in a statement. Mulgrew and union officials said that fewer people left the school system in recent years because the economic recession and high unemployment has made it riskier for teachers to leave their jobs.

In Tuesday’s testimony, however, Chief Academic Officer Shael Polakow-Suranksy said  that traditional education programs haven’t produced enough highly-qualified candidates to fill the system’s needs.

“Already, we’re having to retrain many teachers when they come into the system because they don’t have the skills that they need,” Polakow-Suranksy said.

The commission, which includes American Federation of Teachers President Randi Weingarten, won’t have a final say on whether the proposal is approved. But its recommendations, expected later this year, are likely to influence many education policy decisions that get made at the state level.

Merryl Tisch, chancellor of the New York State Board of Regents, said today that better preparation — not high attrition — was the solution.

“For 30 years we’ve been talking about shortages in math and science,” she said. Traditional education programs “aren’t churning out enough teachers who are qualified and certified to teach at the level we need them to.”

“No one should get in an uproar,” Tisch added. “This is the beginning of a conversation that I think is long overdue.”

Mulgrew’s letter is below:

18 October 2012

Richard Parsons
Chair
(c/o Katie Campos)
The Education Reform Commission
The State Capitol
Room 257
Albany, NY 12224

Dear Mr. Parsons,

I want to thank you and the members of the Education Reform Commission for the recent opportunity you afforded me to talk about the pressing issues that the children and the schools of New York City face.  These include the need for community learning centers and the lack of  enhanced curriculum and professional development to meet the challenges posed by the state’s adoption of the national Common Core standards in reading and mathematics.

But I would also like to address an issue raised by the city’s Department of Education – the DOE’s request that it be granted the power on its own to certify teachers for the classroom.  Deputy Chancellor Shael Polakow-Suransky specifically cited the need for special education and science teachers, and said “We don’t want to have to depend on a university in order to train our teachers.”

The United Federation of Teachers strongly opposes any effort to allow the city’s Department of Education to certify teachers for the classroom, in part because the DOE has proven itself seriously challenged by the management responsibilities it already holds to manage and improve the 1,700 public schools in New York City.

The specific problems of staffing these shortage areas are not a function of poor teacher training in existing institutions, but rather the DOE’s abysmal record of supporting, developing and retaining the teachers it already has.

The DOE cited science and special education as areas of particular need, but as the accompanying chart shows, more than one-third of the special ed teachers the DOE hired in the 2006-2007 school year have already left the system.  The DOE may cite outside economic forces as the source of the loss of half the science teachers hired during the same period, but it can hardly use that excuse to justify the loss of half the English and ESL teachers during the same time.  This constant churning of teachers destabilizes schools and ill-serves the one million students in our system.

Giving the DOE the power to certify teachers on its own would do little to confront the real problem of teacher attrition, and at best would be only a distraction from the heavy responsibilities the DOE already struggles to deal with.

Sincerely,
Michael Mulgrew
President
United Federation of Teachers

Cc:  James Malatras

Deputy Secretary for Policy

 

                     NYC Teachers Hired July 2006-July 2007, by License,

                        With Cumulative Attrition through December 2011

 

LICENSE

 

NUMBER HIRED

# ATTRITION

TO DATE

% ATTRITION

 TO DATE

Common Branch

1827

643

35.2%

English

633

316

49.9%

ESL

325

164

50.5%

Math

663

296

44.6%

Other

1179

368

31.2%

Sciences-all

436

223

51.1%

Social Studies

395

166

42.0%

SpEd

1482

522

35.2%

TOTAL

6940

2698

38.9%*

Source:  DOEpersonnel files

 

 

 

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.