family matters

‘We will get this done’: Union chief vows to fight for paid maternity leave after teachers take up the cause

PHOTO: Courtesy photo
Emily James is one of the New York City teachers behind a petition for paid maternity leave.

Last week, Emily James took the stage at a teachers-union meeting and described what it’s like to work in a school system where teachers get no paid maternity leave.

“My decision with my husband to create a beautiful family of four,” she said, “has left me with my life savings depleted.”

James and Susan Hibdon, a fellow high school teacher in Brooklyn, created a viral online petition calling attention to New York City’s lack of paid leave and demanding that the teachers union negotiate with the city for it. More than 80,000 people have signed on and shared stories about missing rent payments, dipping into savings and even leaving the profession because of the financial burden.

“I wanted to print out the petition comments so you could read all of the stories yourself,” James said during her speech. “But the document was 684 pages long.”

James and Hibdon made their case during the United Federation of Teachers’ executive board meeting on Sept. 25. Their demands drew applause — and a promise by United Federation of Teachers President Michael Mulgrew.

“He looked me in the eye,” James recalled, “and he said, ‘We will get this done.’”

City and union leaders were scheduled to meet Thursday to negotiate paid leave — just as the women’s petition had called for.

In the past, the union has said the city “failed to come up with a meaningful proposal.” On Tuesday, Mulgrew said that the union continues to press the city on paid leave — and is waiting for a response.

“We are trying to determine if the city is actually serious about getting this done,” he said in an emailed statement.

In an email, city spokeswoman Freddi Goldstein called paid parental leave “very important to the mayor.”

“But it has to be negotiated as part of collective bargaining, which is ongoing,” she wrote.

The de Blasio administration has already extended paid leave to non-union city workers, a benefit that came at the cost of a scheduled raise for managers and fewer leave days for veteran employees.

But New York City teachers do not receive any paid leave after having a baby. Instead, teachers must use their sick days.

In her speech to union leaders, James highlighted the financial burden that creates for families. The policy creates gender inequities, she said, since only birth mothers are allowed to use sick days after having a baby — leaving women less able to save up time that could be cashed-out at retirement.

Mulgrew called James after her speech to assure her the union is committed to negotiating for the benefit, she said.

“I’ll be skeptical until the day something happens,” James said. “But I’m happy to work with him.”

For James, a change in the policy would amount to “the biggest accomplishment of my life so far — and probably Susan’s too,” she said. “Other than giving birth to all these kids.”

Here’s the speech James made at the recent UFT executive board meeting.

Thank you for having me. I’m here to shed light on an issue that has long been important to the parents and children of the DOE. In 2012, I got pregnant with my first daughter. I was so excited, like most first time mothers are. But I didn’t realize then what I know now: that pregnancy marked the beginning of new life for me, not just because I would become a mother, but because I would embark on a long financial struggle that would continue with me for years. My decision with my husband to create a beautiful family of four has left me with my life savings depleted, and in a constant state of panic over not being able to get out of my negative balance.

My story is not unique. Back in May, I started a petition to ask our union to help fight for paid parental leave. Since then, it has exploded: receiving almost 80,000 signatures, and still growing. When I began this petition, I had no idea how many thousands of other women and men were affected by this poor policy. They wrote story after story of how much they have struggled and are still struggling. Women wrote that they are scared to begin a family at all because of this policy, and keep putting it off out of financial fear. Some wrote about missing rent payments and fearing eviction because they had medical complications before birth and just did not have a cushion to lean on. Some wrote about leaving the profession all together because they could not fit motherhood into their lives with this lack of support; It was easier for them to turn somewhere else. I received email after email of story after story about people who were so horribly affected. I wanted to print out the petition comments so you could read all of the stories yourself. But the document was 684 pages long.

This should not be a thing! It should not be a choice for women to be excellent teachers to the students of NYC or to be mothers for their own children. As you know, when we become mothers to our babies, we have to use our sick days in order to be paid for up to 6 weeks, 8 weeks if a C section. Most of us do not have enough days to cover that time, and if we already had a child, then forget it. Having a baby is not a sickness. Borrowed time is not maternity leave time. It is a loan that many women are never able to pay back. I have been buying back one day a month for a whole year and am still in a negative balance. I need that money to help with my two daughters, my mortgage, my life. This also becomes an issue of gender equality. Men are able to retire with many more days that they can cash in. When we retire, if we have decided to have and raise children, or stay with them until they are 6, 8 or 12 WEEKS old, we will have so many fewer days than most men.

Have you seen what a 6 week old baby looks like? Have you held one? Most of us have to drop that tiny child off to strangers and return to work, and we have had to pay out of pocket just to stay home with them for that short time. They do not sleep through the night. They are still breastfeeding. And then we return, in the negative balance, we are further penalized when we get sick, or when they get sick. Sending a mother of a six week old back to work to teach America’s youth, financially strapped, ridden with anxiety, exhaustion, isn’t just bad for that mother. It’s bad for everyone.

I’m sure I don’t have to point out the irony here. But I will. We dedicate our lives to taking care of other people’s children, we become second mothers to them, sometimes first. The system expects that from us, and we deliver. But when it comes time for us to do the bare minimum for our own children, the system forgets us, makes it impossible for us, tells us we are on our own.

This petition is not for me: I am done having children, but this needs to be changed for all of the mothers and fathers of our future.

There are close to 80,000 signatures for this petition. It has gained media attention, national attention, international attention. People are watching us, they are expecting more from us. Studies have shown time and time again that babies benefit immensely from being home with their mothers for the first year of life. The teachers of the DOE need more.. They deserve more time, they deserve to be paid for it. Why aren’t we fighting for them? Let’s not let them, or their children…who become our children…let’s not let any of them down.

We pay you our dues dutifully month after month, year after year. You are the only voice we have. We are here in numbers, 80,000 strong, demanding in the most polite way we know how, that you stop ignoring us, that you help us begin this fight, and don’t stop fighting for us until we make the situation right.

pink slips

One Detroit principal keeps his job as others get the ax. Next year’s challenge? Test scores.

PHOTO: Brenda Scott Academy
Students at Brenda Scott Academy will have the same principal, Eric Redwine, next year.

Educators and staff from a Detroit middle school took the microphone on Tuesday evening to save their principal’s job. Addressing the school board, they listed off Eric Redwine’s virtues, arguing that recent problems at the school can be attributed to its transition from state to district management.

And the board listened. Redwine, principal of Brenda Scott Academy, kept his job in a narrow 4-to-3 vote. He was the only one to survive among more than a dozen other administrators — and three other principals — who either lost their jobs or were reassigned to new ones.

The vote came amid a quiet year for “non-renewals,” shorthand for losing one’s job. In previous years, every administrator in the district was forced to re-apply for their job every year, a tactic designed to give state-appointed emergency managers flexibility in the face of an unstable financial situation. This year, by contrast, only 16 administrators — including four principals — were notified by the superintendent’s office that their contracts would not be renewed, as Superintendent Nikolai Vitti seeks to bring stability to a district still recovering from repeated changes in management.

The principals were singled out for their school management, Vitti has said — not because of how students performed on tests. Test scores will be a major factor in principal contract renewals next spring for the first time under Vitti, part of the superintendent’s effort to meet his promise of boosting test scores.

Seven of the 16 administrators who received “non-renewals” asked the board to reconsider the superintendent’s decision. But in a vote on Tuesday evening, only Redwine survived. He’ll remain as principal of Brenda Scott Academy, according to board member LaMar Lemmons.

The other officials were not named, but Chalkbeat confirmed independently that the district did not renew its contracts with principals Sean Fisher, of Fisher Magnet Upper Academy, and Allan Cosma, of Ludington Magnet Middle School. Vitti previously attempted to remove Cosma, then agreed to offer him a job as assistant principal at Ludington.

At an earlier meeting, Cosma’s employees gathered to vouch for his work. On Tuesday, it was Redwine who received vocal support.

Redwine himself argued publicly that the problems identified at his school by administrators — teacher vacancies and school culture — could be attributed to the school’s transition from a state-run recovery district back to the main district. The recovery district, called the Education Achievement Authority, was created in 2012 to try to turn around 15 of the most struggling schools in the district but the effort was politically unpopular and had limited success. Most of the schools were returned to the main district last summer when the recovery district was dissolved. The only exceptions were schools that had been closed or converted to charter schools.

“I’ve never been told your job is in jeopardy, never been presented a corrective action plan,” Redwine said. “I ask that you reconsider your decision.”

Of the 12 schools that returned to the district last summer, most still have the principals who were in place during the transition last summer. A few got new principals this year after their predecessors left and at least one other former recovery district principal was moved earlier in the year.

Many school leaders reported that the transition was very difficult. It occurred at a time when Vitti was new and still putting his team into place in the central office, making it challenging for principals of the schools to get information they needed about the new district.

When Marcia Horge worked for Redwine, she appreciated his openness to classroom experimentation and his schoolwide Sunday night email, which laid out a game plan for the week ahead.

Then the recovery district folded, Brenda Scott Academy rejoined the main district, and Horge found herself facing a steep pay cut. Rather than accept credit for only two of her 17 years of teaching experience, she left for the River Rouge district. But now, with the Detroit district planning to fully honor teacher experience starting this fall, Horge is contemplating a return to work for Redwine.

“He’s open to our ideas,” she said. “You can go to him. And when there’s a need, he steps in and makes sure we’re communicating.”

 

meet the fellows

Meet the 38 teachers chosen by SCORE to champion education around Tennessee

PHOTO: SCORE
The year-long fellowships offered by the State Collaborative on Reforming Education were awarded to 38 Tennessee educators.

Six teachers from Memphis have been awarded fellowships that will allow them to spend the next year supporting better education in Tennessee.

The year-long fellowships, offered by the State Collaborative on Reforming Education, train and encourage teachers and other educators to speak at events, write publicly about their experiences, and invite policymakers to their classrooms. The program is in its fifth year through the nonpartisan advocacy and research organization, also known as SCORE, which was founded by former U.S. Senate Majority Leader Bill Frist from Tennessee.

The fellowships, known as the Tennessee Educator Fellowships, have been awarded to 150 educators since the program’s launch in 2014. This year’s class of 38 educators from around the state have a combined 479 years of experience.

“The fellows’ diverse perspectives and experiences are invaluable as they work both inside and outside the classroom and participate in state conversations on preparing all students for postsecondary and workforce success,” SCORE President and CEO Jamie Woodson said in a news release.

Besides the Shelby County teachers, the group also includes educators who work for the state-run Achievement School District, public Montessori schools, and a school dedicated to serving children with multiple disabilities.

The 2018-19 fellows are:

  • Nathan Bailey, career technical education at Sullivan North High School, Sullivan County Schools
  • Kalisha Bingham-Marshall, seventh-grade math at Bolivar Middle School, Hardeman County Schools
  • Sam Brobeck, eighth-grade math at Memphis Grizzlies Preparatory Charter Middle School. Shelby County Schools
  • Monica Brown, fourth-grade English language arts and social studies at Oakshire Elementary School, Shelby County Schools
  • Nick Brown, school counselor at Westmoreland Elementary School, Sumner County Schools
  • Sherwanda Chism, grades 3-5 English language arts and gifted education at Winridge Elementary School, Shelby County Schools
  • Richard J. Church, grades 7-8 at Liberty Bell Middle School, Johnson City Schools
  • Ada Collins, third grade at J.E. Moss Elementary School, Metropolitan Nashville Public Schools
  • Lynn Cooper,  school counselor at South Pittsburg High School, Marion County Schools
  • Colletta M. Daniels, grades 2-4 special education at Shrine School, Shelby County Schools
  • Brandy Eason, school counselor at Scotts Hill Elementary School, Henderson County Schools
  • Heather Eskridge, school counselor at Walter Hill Elementary School, Rutherford County Schools
  • Klavish Faraj, third-grade math and science at Paragon Mills Elementary School, Metropolitan Nashville Public Schools
  • Mavis Clark Foster, fifth-grade English language arts and science at Green Magnet Academy, Knox County Schools
  • Ranita Glenn, grades 2-5 reading at Hardy Elementary School, Hamilton County Department of Education
  • Telena Haneline, first grade at Eaton Elementary School, Loudon County Schools
  • Tenesha Hardin, first grade at West Creek Elementary School, Clarksville-Montgomery County Schools
  • Thaddeus Higgins, grades 9-12 social studies at Unicoi County High School, Unicoi County Schools
  • Neven Holland, fourth-grade math at Treadwell Elementary School, Shelby County Schools
  • Alicia Hunker, sixth-grade math at Valor Flagship Academy, Metropolitan Nashville Public Schools
  • Alex Juneau, third grade at John Pittard Elementary School, Murfreesboro City Schools
  • Lyndi King, fifth-grade English language arts at Decatur County Middle School, Decatur County Schools
  • Rebecca Ledebuhr, eighth-grade math at STEM Preparatory Academy, Metropolitan Nashville Public Schools
  • Aleisha McCallie, fourth-grade math and science at East Brainerd Elementary School, Hamilton County Department of Education.
  • Brian McLaughlin, grades 10-12 math at Morristown-Hamblen High School West, Hamblen County Schools
  • Caitlin Nowell, seventh-grade English language arts at South Doyle Middle School, Knox County Schools
  • Paula Pendergrass, advanced academics resources at Granbery Elementary School,  Metropolitan Nashville Public Schools
  • Julie Pepperman, eighth-grade science at Heritage Middle School, Blount County Schools
  • Kelly Piatt, school counselor at Crockett County High School, Crockett County Schools
  • Ontoni Reedy, grades 1-3 at Community Montessori, Jackson-Madison County Schools
  • Tiffany Roberts, algebra and geometry at Lincoln County Ninth Grade Academy, Lincoln County Schools
  • Craig Robinson, grades 3-5 science at Georgian Hills Achievement Elementary, Achievement School District
  • Jen Semanco, 10th- and 11th-grade English language arts at Chattanooga Girls Leadership Academy, Hamilton County Department of Education
  • Amanda Smithfield, librarian at Hume-Fogg Academic Magnet School, Metropolitan Nashville Public Schools
  • Cyndi Snapp, fourth-grade math at Carter’s Valley Elementary School, Hawkins County Schools
  • David Sneed, 12th-grade English at Soddy Daisy High School, Hamilton County Department of Education
  • Yolanda Parker Williams, fifth-grade math at Karns Elementary School, Knox County Schools
  • Maury Wood II, grades 4-6 technology at Westhills Elementary School, Marshall County Schools