on second thought

UFT chief Mulgrew doubles down on private remarks, with one concession

PHOTO: Geoff Decker

UFT President Michael Mulgrew doubled down on blunt remarks he made privately to his  members this week, defending his role in last year’s failed teacher evaluation deal and vilifying opponents of the union.

“They wanted to use teacher evaluations to take teachers down,” Mulgrew said in an interview on Friday, explaining why he fought to implement a more complex teacher rating system than the one the city wanted.

The sentiments echo his remarks to the teachers union’s delegate assembly on Wednesday night, where he said that the union pushed to require supervisors to rate teachers on 22 skills as a way to “gum up the works” and spoke disparagingly of the Bloomberg administration. Chalkbeat reported those comments Thursday, which critics pounced on as proof the union did not fully support changes meant to increase accountability for teachers.

Mulgrew also raised eyebrows with a critique of education “reformers” who oppose teacher tenure and support charter schools, whose ideas he said were destroying public education. On Friday, he said it was merely the latest showdown in a lengthy battle and said he no longer wanted to associate himself with the term “reform.”

“We’ve been fighting with these folks for years,” Mulgrew said. “This has been a non-stop fight.” 

When Mayor Bill de Blasio was asked on Friday whether the union president’s remarks indicated an unwillingness to support change, the mayor defended Mulgrew. The union leader was “front and center” in pushing for the biggest changes in the proposed contract, de Blasio said, including higher salaries for top teachers who agree to take on leadership responsibilities, bonuses for teachers in high-need schools, and the creation of “innovation schools” that will be freed from certain scheduling restrictions.

“These are all fundamental reforms, so Mr. Mulgrew was front and center in making those reforms happen with us and I respect him for it,” de Blasio said.

The comments capped a whirlwind week for Mulgrew, who announced a tentative agreement with the city on a new contract last Thursday. Though some members have criticized the way the union communicated the contract’s terms, Mulgrew has successfully steered the union’s ratification process through two preliminary rounds of approval. All that is left is a vote by the union’s 100,000 members, which is expected next month.

But Mulgrew has been criticized by advocates who said his comment are symbolic of the union’s resistance to change. Others said Mulgrew’s comments offered proof that he was negotiating in bad faith over teacher evaluations—especially significant because the city’s failure to negotiate a teacher evaluation system last year cost schools $290 million in state aid.

Mona Davids, a parent activist who is suing the state to recoup some of that money, said that she planned to add Mulgrew and the teachers union to the lawsuit in the wake of his comments.

“He admitted to gumming it up so there was no way possible, no matter what, for this thing to work,” Davids said. “He had no intention to negotiate with Michael Bloomberg. He knowingly cost our children $290 million.”

When State Education Commissioner John King settled the dispute, he sided with the union on its request to require that all 22 elements be used to rate teachers.

This year, principals have said the mandate has been the most frustrating part of the resulting evaluation system. They’ve said that rating teachers on all 22 elements is overly burdensome and that the emphasis on completing the entire rubric has made it difficult to focus on supporting teachers in specific ways. It has also led to more work for teachers because they’ve had to collect paperwork and submit it to supervisors to be rated on some of the 22 competencies.

Chancellor Carmen Fariña also singled out the 22 components as a flaw in this year’s teacher evaluation system, calling them “a bit overwhelming” last week.

But the evaluation system Mulgrew signed onto for next year closely resembled the one he so vehemently opposed during last year’s negotiations, with fewer skills to be assessed. Six of the seven components the city wanted last year will be used next year.

Asked if he felt responsible for any of these implementation hurdles, Mulgrew said the alternative would have been even worse. Trust had eroded so dramatically between the union and the Bloomberg administration that he assumed the metrics would have been used more punitively, he said.

“They would have turned it into a complete disaster this year,” Mulgrew said. “It would have completely damaged education this year.”

Speaking about Wednesday’s Delegate Assembly meeting, Mulgrew said that he wished some of his comments about the contract had gotten more attention. For instance, he said, the new contract expands the definition of sexual misconduct, a fireable offense, so that it includes inappropriate texting between a teacher and student.

“The [delegate assembly] was wholeheartedly endorsing it,” Mulgrew recalled from Wednesday’s meeting, “and we’re proud of it.”

And though Mulgrew didn’t back away from his remarks about the teacher evaluation negotiations, he did admit to second thoughts about another recent rhetorical addition: the use of the phrase “education reform.”

He and Mayor de Blasio touted their tentative contract agreement as being “truly in education reform mode” less than a week ago. But in Friday’s interview, Mulgrew said he was retiring the word “reform” from his vocabulary altogether.

“I thought about it for the last couple of days, and I thought, you know what, I’m not going to call it education reform,” Mulgrew said.

 “What we’re doing is innovation,” he continued. “We are innovating education.”

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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.