Farewell Address

Here’s the retirement letter Chancellor Carmen Fariña sent to her staff this morning

Chancellor Carmen Fariña at Thomas A. Edison Career and Technical Education High School in Queens.

Schools Chancellor Carmen Fariña will go back into retirement “in the coming months,” she announced in a letter to all school employees Thursday morning.

After working in the New York City school system for half a century, and leading it for four years, Fariña used her farewell letter to reaffirm her faith in public education and educators — and to thank a laundry list of school stakeholders, from students to superintendents.

Read the full letter below.

 

Dear Colleagues,

Four years ago, Mayor de Blasio asked me to unretire at age 70 to join his leadership team and become Schools Chancellor.

At every step in my professional and personal life, when asked to take on a new challenge, I’ve always referred back to the poem “To Be of Use.” The poem begins, “The people I love the best jump into work head first.” For those of us who have a deep commitment to our work – and this is particularly the case for educators – saying no is almost impossible. When faced with a need and work that is meaningful, no matter the difficulty or the sacrifice, we say yes. Together, we produce transformative results.

And so, with great excitement and enthusiasm, I said yes to Mayor de Blasio. I did so because of my faith in the promise of public education to level the playing field, transform lives, and give every child opportunities regardless of their zip code. I took the job with a firm belief in excellence for every student, in the dignity and joyfulness of the teaching profession, and in the importance of trusting relationships where collaboration is the driving force. These are the beliefs that I have built over five decades as a New York City educator, and they have been at the heart of the work we have done together for the past four years.

Today, I want to share with you my plans to retire (again) in the coming months. As I begin to prepare to step down as Chancellor, I want to reflect on our accomplishments and thank you – the incredible New York City educators who have made the work more engaging, meaningful, and joyful. I think of each of you with gratitude as I read this line in “To Be Of Use:” “I want to be with people who submerge in the task.” Submerging in the task with you has been an enormous gift.

Thank you:

First and foremost, to our 1.1 million schoolchildren, who deserve hope in your lives, success in and out of the classroom, and a meaningful future. You are the reason we strive every day to be of use.

To our superintendents and your teams, who rise to the occasion to support principals and cultivate success. You never hesitate when called upon, and your leadership provides direction for our shared work.

To our principals and your teams, who understand that a good night’s sleep only comes when there is a strong teacher in every classroom and that collaboration brings about positive results. Your days are long, your sacrifice immense, and your reward indescribable.

To our teachers, who know that public education changes lives. You work tirelessly for every student and family, and infuse the excitement of learning in every classroom and school.

To our families, who are our children’s first teachers. Only by continuing to work together can we help ensure our children reach their full potential. I have total admiration for the sacrifices you make – as newly arrived immigrants, single parents, families juggling multiple jobs, or even adults trying to communicate with students at the most difficult age group, teenagers. With your partnership, we have redoubled our family engagement – and listening to your concerns is what constantly makes us better.

To our custodians and facilities experts, who make each building welcoming, joyful and safe. Your commitment is deeply valued, and your dedication makes a difference for our students, our staff, and our families.

To the administrative support teams, who make the impossible seem easy. Your work to make every school day smooth and ensure every question is answered and every need met sets an example of service for us all.

To the school safety agents and school monitors, who know that relationships are at the core of what we do for our children. You set the tone for each student, parent, and guest who visits our schools.

To the co-located campuses, and everyone in our school system working to break down silos. You are proving that collaboration works better than competition, and that by working together we can achieve more than any one of us could accomplish alone.

To our teams across the DOE, who work every day to make a difference. Sometimes you impact thousands of lives, sometimes hundreds, and some days, just one. But each day, you make a difference in the life of a child, and in that, you are changing the course of history.

Thank you all for the hard work you’ve done, and that you’ll continue to do. You jump into work, you submerge in the task.
It has been the greatest honor to serve as your Chancellor and I look forward to our shared work ahead.

Warmly,
Carmen

six months in

As Newark superintendent makes whirlwind changes, some residents seek ‘clarity’

PHOTO: Chalkbeat/Patrick Wall
Superintendent Roger León has made a flurry of policy changes since starting in July. But some observers still aren't clear about his overall vision.

A whirlwind of activity. A legion of initiatives. A blitz of meetings. Pick your metaphor — Superintendent Roger León has been busy.

In his first six months as Newark schools chief, León has overhauled the district’s central office; launched a wide-ranging assortment of programs involving high schools, testing, technology, and more; and offered a litany of wildly ambitious promises, including a vow to make Newark “the highest-performing school district in the country.”

León’s maximalist approach has thrilled many residents who find it invigorating to hear a Newark native present a vision of greatness for a school system that, until February, spent two decades under state control. In recent years, the 36,000-student district has attracted national notoriety mainly for its struggles and the pitched battles that erupted when outside reformers tried to reshape the city’s schools.

But León’s jam-packed agenda and sweeping promises have also raised concerns, even among those rooting for him to succeed — an unease that León may be hoping to address Wednesday evening at a community forum on the district’s future.

Observers have privately asked how the new leader’s disparate initiatives fit together, and whether he can pull them all off simultaneously. Occasionally, their frustration has bubbled to the surface, as when some board members refused to approve some of León’s requests until they knew more about his plans or when Mayor Ras Baraka urged León to make those plans public.

Even the name of León’s elaborate strategy — “NPS Clarity 2020” — has baffled some people, who are unsure when it starts and what it entails. They are hoping the forum will address some of those concerns.

As a former Newark Public Schools educator and administrator, León brings a wealth of experience and institutional knowledge to the job, said Antoinette Baskerville Richardson, the mayor’s chief education officer. While León obviously “has a big vision,” she added, it is imperative that he share detailed plans with the public — especially after 22 years of state control, when officials had license to make wholesale changes without locals’ consent.

“I think a lot of stakeholders are looking for more clarity — and it’s up to the superintendent to bring that,” she said. “Folks are looking for substantive plans.”

After a quarter-century working in the district, León started July 1 with strong convictions about what approaches work in schools — and which don’t. But as he’s rushed to reverse policies he considers ineffective and enact alternatives, schools and partner groups have often had to scramble to keep up.

In June, he tried to oust top district officials before informing the school board, which then rejected some of the staffing changes. In September, he axed a program that extended the hours of struggling schools — resulting in scheduling changes just days before classes began. Last month, he cast doubt on a program that brought extra services to several South Ward schools, leaving the schools and their partner organizations uncertain about its future.

At the same time, he has undertaken several efforts of his own. While most new superintendents are eager to start making their mark, León’s aggressive timeline and ambitious agenda have run up against roadblocks.

He is planning a redesign of the city’s high schools, including changes to the admissions process for magnet schools and new career-themed academies inside the traditional schools. However, the new magnet admissions test was recently postponed, and the district has not formally announced the themes and partners of the new academies. Meanwhile, the enrollment period for next school year is already underway.

León has also promised to tackle one of the district’s most dire and long-standing challenges — absenteeism. One in three Newark students missed the equivalent of a month or more of school days last year, qualifying them as “chronically absent.” The crux of León’s plan for getting students to school is to rehire attendance counselors who were laid off by his predecessor. However, labor rules have complicated the rehiring process, leaving many of the counselor positions unfilled five months into the school year.

Other new superintendents might be content with these already ambitious goals: revamping the district’s high schools and combating severe absenteeism. But León has not stopped there. He has personally reviewed student transcripts and conducted teacher trainings; negotiated changes to the city’s enrollment system with charter-school leaders; and ordered comprehensive audits of the district’s teaching materials and facilities.

León has described different parts of his agenda to different audiences at meetings large and small with parents, district employees, students, union leaders, and local philanthropies. However, members of the public who aren’t invited to all of these gatherings and can’t make the public school-board meetings may have a limited view of León’s entire agenda. His administration seldom holds press conferences or posts summaries of his initiatives on the district website, and reporters’ questions often go unanswered. (A spokeswoman did not respond to questions for this story.)

Deborah Smith-Gregory, president of the Newark NAACP and a former district teacher, said she is eager to learn how León will incorporate all of the feedback he has received into a clear plan with measurable goals.

“He’s doing a lot of outreach,” she said. “But after you get all of those opinions, how do you prioritize what you’re going to pay attention to and implement something that can be measured?”

León may begin to answer that question at the forum Wednesday evening at Central High School. A public notice for the event says it will include a discussion of “goals and timelines” for Clarity 2020, along with a 10-year district roadmap León is crafting and various policy reviews he is conducting.

The event will also kick off a series public meetings intended to gather input for a new three-year strategic plan for the district, according to the notice. León’s predecessor, Christopher Cerf, organized a similar planning process in 2016 to create the district’s current strategic plan.

Whether Wednesday’s forum will leave the public with a clearer sense of León’s overarching vision remains to be seen. But some of the superintendent’s most ardent supporters say they already know enough.

“He’s planning to turn this into the most successful district in the state,” said Newark Teachers Union President John Abeigon. “What’s obtuse about that?”

chalkbeat cheat sheet

All eyes are on Denver’s teacher pay negotiations as a strike looms. Here’s where things stand and how to tune in.

PHOTO: Michael Ciaglo/Special to the Denver Post
Eagleton Elementary School first grade teacher Valerie Lovato, left, and East High School French teacher Tiffany Choi hold up signs as the Denver teachers union negotiates with district officials.

Denver Public Schools and the Denver Classroom Teachers Association have been negotiating for more than a year against a backdrop of widespread protests over teacher pay.

Now, the union is inching toward a strike.

The issues at play are narrower than they are in Los Angeles, where teachers are striking over pay but also class sizes and school resources. In Denver, the union and district agreed on a general contract last year. Now, the sides are focused on the district’s complicated pay-for-performance system, with the union pushing for higher salaries and more opportunities for raises.

The union says it will call for a strike vote on Saturday if a new agreement can’t be reached.

In the meantime, negotiations in Denver are particularly interesting because state law requires bargaining to happen in public. If you’re just getting caught up, or want to tune in as the back-and-forth continues, here’s what you should know.

When are the union and district set to negotiate, and how can I watch?

There are two more sessions on the schedule:

  • Thursday, Jan. 17, 9 a.m.-9 p.m.
  • Friday, Jan. 18, 9 a.m.-9 p.m.

Both sessions will take place at the Acoma Campus, at 1617 S. Acoma St., and are open to the public.

You can also watch online. The district often livestreams the negotiations — here’s where you can find them. It doesn’t always, because doing so takes staff time.

If the district isn’t livestreaming, the union will set up a Facebook Live with a cell phone and a tripod, but it will be of lower quality. Here’s the union’s Facebook page.

If you don’t see anything in either place, it probably means the two sides are caucusing, or meeting in private. Those meetings aren’t streamed.

If you tune in, you’ll see members of both negotiating teams. The union’s team includes Pam Shamburg, Denver Classroom Teachers Association’s executive director; Corey Kern, DCTA’s deputy executive director; Henry Roman, DCTA’s president; Rob Gould, a Denver teacher; and several other teachers.

The district’s negotiation team includes Mark Ferrandino, chief financial officer; Susana Cordova, superintendent; and Michelle Berge, general counsel.

What are the union and district at odds over?

The two sides are negotiating the contract that governs the district’s complex pay-for-performance system, known as ProComp.

Denver teachers have long said the pay-for-performance system is too complicated and unpredictable. It pays teachers a base salary and allows them to earn bonuses and incentives for things like high student test scores or working in a hard-to-fill position.

But giving up the incentives altogether would mean giving up tax money raised specifically for teacher salaries. In 2005, Denver voters passed a tax increase to fund ProComp, and the ballot language was specific about how the tax revenue would be used, including to pay teachers for things like working in hard-to-fill positions, increasing their teaching skills, and earning positive evaluations. District officials project the tax will raise $33 million next year.

Where do things stand?

The timing: The current agreement is set to expire Friday, and union leaders have said they will call for a strike vote on Saturday if a new agreement cannot be reached.

The Denver Classroom Teachers Association informed the Colorado Department of Labor and Employment on Jan. 8 of its intent to strike. A union must give the state 20 days notice, which means the earliest a strike could start would be Jan. 28.

The basics: The biggest sticking point is money. Buoyed by widespread protests over teacher pay in Colorado and other states, the Denver union has asked the district to invest about $30 million more of its $1 billion budget into teacher compensation.

The district’s offer as of Jan. 11 would invest $23 million more into teacher pay. District officials have said some of that money will come from increased state funding, but $7 million would come from cuts to the district’s central office, where many administrators work.

The salary schedule: The union has proposed returning to a more traditional salary schedule. The maximum base salary would be $100,000, which a teacher with a doctorate could earn after  20 years of positive evaluations.

After offering less than that for months, the district’s Jan. 11 proposal matched that $100,000 maximum base salary. Earning it would require a teacher with a doctorate to have 30 years of positive evaluations.

The base salary for a first-year teacher with a bachelor’s degree on the district’s schedule as of Jan. 11 would be $45,500. The union’s schedule would start at $45,000.

The union’s salary schedule differs from the one the district has proposed in one major way: it has more “lanes,” which allow teachers to get raises more frequently.

The “lanes” represent a teacher’s education level. The salary schedule also has “steps,” which represent a teacher’s years of satisfactory evaluations.

The union’s proposed salary schedule has nine “lanes” and 20 “steps.” The district’s Jan. 11 offer has only six “lanes” but 30 “steps.” In the union’s view, the district’s offer doesn’t give teachers enough of a salary boost for furthering their own education.

The district’s proposal is an attempt to diversify the ways teachers can get a pay raise. Teachers could move a lane by getting an advanced license or serving for 10 consecutive years, in addition to earning a higher degree or National Board certification.

Contract talks hit a sticking point Tuesday, with the union insisting the district embrace a salary table with its preferred structure for steps and lanes. Negotiations that were scheduled for all day ended before lunch as district negotiators regrouped. District officials say they want a counterproposal from the union, while the union says the ball is still in the district’s court.

About those bonuses: The district and the union also disagree on the size of the bonuses and incentives. The union favors larger base salaries and smaller incentives, with some as small as $1,000.

The district has proposed three different incentives at $2,500 each. One would be for teachers who work in high-poverty schools, where more than 60 percent of students qualify for free or reduced-price lunch. Another would be for teachers who work in hard-to-fill positions, such as special education and secondary math, and teachers who teach in Spanish.

The third $2,500 incentive would be in the form of a retention bonus for teachers who return to work at a set of 30 schools the district and the union deem “highest priority.”

About 72 percent of Denver teachers would qualify for one of the two $2,500 incentives, district officials said on Jan. 11. About 37 of those same teachers would qualify for both incentives.

A first-year teacher with a bachelor’s degree who gets both incentives — say, a first-year special education teacher in a high-poverty school — could make $50,500 under the district’s proposal.

How did we get here?

Here is a timeline if you’re looking to dive even deeper.