attn atrs

Letter from Mulgrew to ATRs suggests teachers less likely to face expedited hearings than city signaled

Updated with the city’s response: UFT President Michael Mulgrew told excessed teachers on Tuesday that they would be offered a severance package as a part of the proposed contract between the teachers union and the city—a provision that Chalkbeat reported Monday night and was not disclosed for days after both sides’ celebratory announcement.

New details from a memo sent from Mulgrew to absent teacher reserve members, and information provided by union officials, reveal that the excessed teachers would also have stronger job protections than were originally reported or acknowledged by officials.

At last week’s announcement, officials implied that the ATR pool—which includes 1,200 teachers without full-time positions but who are on the city payroll—would be reduced partially by relying on an expedited termination hearing process. The excessed teachers deemed ready for the classroom would be sent to schools with vacancies, but principals who felt the teacher was not a good fit would be able to send the teacher back.

City officials initially said that two rejections would trigger an expedited termination hearing and schools Chancellor Carmen Fariña suggested that principals would be able to move quickly to reject a teacher they didn’t want.

“If they go visit a school and the principal says, ‘OK, I’ll try her out,’ but after a day, ‘I don’t want her,’ it’s gone,” Fariña said.

It’s true that a principal will be able to remove teachers who aren’t the right fit in schools they’re assigned to, a union spokeswoman said today. Those teachers will return to the ATR pool, but there is not limit to the number of times they could be given additional temporary placements, she said.

And today’s memo to ATRs explains that a teacher would only be eligible to be brought up on termination charges under that expedited hearing if misconduct two “successive” principals document them for misconduct. That means that if two out of three principals document misconduct—as opposed to two in a row—the teacher would still be permitted to fill vacancies at another school, making  it much less likely that the new hearing process on its own will significantly reduce the number of teachers in the pool.

City officials disputed the union’s take on the issue, saying that ATR teachers merely need to be documented twice in a school year.

“We are reducing the Department’s spending in the ATR pool by helping good teachers get back into the classroom while expediting the process to move out teachers who don’t belong in the profession,” said spokeswoman Devora Kaye. “And as the Chancellor affirmed last week, we are doing so while respecting mutual-consent hiring.”

In the five days since de Blasio and Mulgrew congratulated one another for agreeing on a framework for public school teachers’ first contract since 2005, both sides have been slow to provide details of the deal. They praised the agreement last week for including raises, allowing for innovative school scheduling, and putting the city school system on a path toward “true reform.”

In today’s memo, Mulgrew blamed the press for propagating “some myths” about a new arrangement to place them back into city schools. Just 12 hours earlier, the union declined to discuss details about the ATR arrangement, including the severance package for excessed teachers.

Critics pounced on the new details as evidence that Mayor Bill de Blasio was purposefully withholding less-flattering information about the contract.

“It’s outrageous that the de Blasio administration covered up the details of a deal that will put 1,200 teachers back into the classrooms of this city’s most vulnerable children, ” StudentsFirstNY Executive Director Jenny Sedlis said. “Until we see actual contract language, this calls into question every aspect of Thursday’s announcement.”
Requests for comments from the city were not immediately returned, but we will update the story with a response.

Mulgrew’s full note to ATRs is below:

Dear Colleagues,

When the previous administration let it be known that it intended to summarily fire all members in the Absent Teacher Reserve, we as a union made a commitment to stand by our members. We held true to that commitment throughout our negotiations, and the results are in this new contract.

The contract preserves your rights and improves your chances of permanent placement. And, of course, you will participate in the contractual raises and working-condition changes that we won for all members. The press coverage, however, has included some myths about how ATRs are treated under the new contract and misconceptions abound. We want to be sure you have the facts and know your rights.

Myth #1 (the biggest one!):
The city is going to fire the ATRs.
Reality:
No UFT member, whether an ATR or otherwise, will ever be automatically fired. Any ATR may accept, at his or her sole discretion, a voluntary severance package based on years of service.

Myth #2:
Schools still won’t hire ATRs because they are too expensive.
Reality:
Under the new contract, schools that select ATRs for permanent placement will not have that ATR’s salary included in the school’s average teacher salary calculation, which means that principals no longer have a reason to pass over more senior educators in favor of newer hires with lower salaries.

Myth #3:
The contract includes a new way to get rid of ATRs.
Reality:
Not true. ATRs actually get improved access to job placements. Between Sept. 15 and Oct. 15, 2014, the DOE must send ATRs on interviews for vacancies in their districts and boroughs, and ATRs must attend all of those interviews. After Oct. 15, ATRs are required to accept provisional assignments to schools with a vacancy in their license area within their district or borough. If there is no school with a vacancy in their district or borough, they will continue to be rotated within their district.

Myth #4:
ATRs are going to lose their due process rights.
Reality:
No ATR can be disciplined or fired unless a hearing officer decides that is appropriate in a 3020-a hearing. An ATR who has been placed in a vacancy and is removed by two successive principals for documented misconduct — not pedagogy — may be subject to discipline. The DOE must prove the charge of misconduct through an expedited 3020-a process.

The new contract agreement between the UFT and the DOE, which will go out for your ratification soon, is a strong contract for all our members, including all our ATRs.

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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.