time for kids

New York City agrees to provide paid family leave to teachers

PHOTO: Alex Zimmerman
The United Federation of Teachers and city officials announced a new paid parental leave policy.

New York City will begin providing paid family leave to teachers, officials announced today, a victory for the United Federation of Teachers.

The city will pay full salary to birth, foster, adoptive, and surrogate parents for six weeks — covering about 120,000 union members. Combined with sick time, birth mothers will now be able to take 12 to 14 weeks of leave starting in September. The city estimates 4,000 parents annually will benefit.

The new policy is expected to cost the city $51 million. To help cover that cost, the city and the union agreed to extend their current contract for an additional two-and-a-half months past its expiration in November.

“It’s a fundamental matter of fairness to make sure that people have this opportunity,” said Mayor Bill de Blasio.

The decision follows heavy pressure from the teacher’s union, which has campaigned for a more generous policy for teachers since the city extended six weeks of fully paid time off to its non-union workforce in 2016, covering about 20,000 managerial employees. Paid leave had become a rare point of contention between the mayor and powerful teachers union — with the union president accusing the administration of sexism during a City Council hearing. 

“All we asked for was to be treated fairly when members of our own union bring children into their families,” UFT President Michael Mulgrew said Wednesday. “That wrong has finally been righted.”

The new policy also comes as the UFT braces for a Supreme Court ruling that could take a big bite out of the union’s ability to collect dues. Securing a victory on paid family leave could help demonstrate the union’s utility at a time when retaining members could become increasingly difficult.

Educators who work for the Department of Education, the city’s largest agency, previously had to use accrued sick days after having a baby — and that policy applied only to birth mothers, not educators who become parents through adoption or surrogacy.

The city has contended that the issue would be addressed during negotiations for the UFT contract. But Mulgrew has bristled at that, saying at a hearing in April that leave was “being used completely as a bargaining chip against our union.” The UFT’s membership is 77 percent female.

Top city officials have previously hinted that they planned to come up with a family leave policy, even if they have been reluctant to share details about what it could look like. “Obviously we’re not going to negotiate in public,” Carranza said last month. But, he added, “I will be very supportive of anything that helps [teachers].”

The battle for paid family leave was re-ignited by an online petition started by two Brooklyn teachers that had more than 80,000 signatures in the fall. After the teachers brought attention to the issue, the union took up the cause, sending out an “action alert” to members in November.

“We’ve chosen to dedicate our lives to helping children, so the irony is glaring that we don’t get any support when we’re having our own,” said Emily James, a Brooklyn high school teacher who was behind the viral petition. 

Even as strides in family leave have been made elsewhere, union officials said teachers were being left behind. New York state, for example, passed a mandatory paid leave policy that covered private employees as of 2018.

Taking leave under the old policy created hardship for parents. Mothers had to use sick days if they wanted paid time off after giving birth. But teachers earn only one sick day per school month worked: To save up for an eight-week leave, a teacher would have to work about four years without taking a sick day.

If a woman hasn’t accrued enough days, she can “borrow” days that she hasn’t accrued yet, up to 20 days. But if she or her children actually get sick, any days beyond the 20 must be taken unpaid. And borrowed sick days have to be repaid if the teacher leaves the education department.

Monica Disare and Christina Veiga contributed reporting. 

the return

An innovative elementary school — a product of Denver education reform — tries to get back to normal post-strike

PHOTO: Centennial Elementary
Teachers last year at Centennial Elementary, which reinvented itself as an expeditionary learning school.

Nic Savinar tried to maintain a measure of normalcy for three days in her fifth grade classroom at Centennial Elementary School in northwest Denver, even as her students asked awkward questions about why she was still there when most teachers were out.

Walking in the door, she had a fleeting thought that someone from outside the school community might join the picket line and lash out at her. Her fellow teachers marching in the cold lent nothing but support, sending her texts throughout the day checking in.

Then not long after 6 a.m. Thursday, word started getting around that the Denver teacher strike was over. Principal Laura Munro’s phone blew up after her morning Crossfit workout. Munro ended up getting to school late because excited teachers kept texting her.

With the three-day strike about teacher pay ending with a tentative deal that gave both sides reason to feel good, Denver schools spent Thursday in a strange in-between place as substitutes and central office staff fill-ins reported for duty and striking teachers returned.

The labor action and its sudden conclusion posed a test for the 147 district-run schools affected by the strike and the 71,000 students in grades K-12 who attend them. Centennial just a few years ago was at risk of closure due to persistently poor academic performance. The school started to turn around after it reinvented itself in 2013 as an expeditionary school, where teachers in each grade weave a year-long “expedition” theme into their everyday lessons.

The school, in a gentrified neighborhood in a city that has become less affordable for families and teachers alike, would not exist in its current form without the kind of education reform that has gained Denver both a national reputation and opposition from the union and its allies.

“We have worked really hard to build a positive and trusting culture,” said Munro, who has been principal for eight years. “Even that being said, trying times can make any situation difficult.”

Of the 32 teachers, nurses, counselors, and other educators at Centennial covered by the teachers contract, all but six took part in the strike on Monday, Munro said. One teacher returned to the classroom Tuesday, and a nurse came back Wednesday, she said.

Those are higher strike participation figures than in the district as a whole. Between 56 and 58 percent of teachers were out each day, Denver Public Schools has said.

Savinar was among those Centennial teachers who remained in the classroom. But it wasn’t because she disagreed with the union’s opposition to many aspects of ProComp, the once-promising pay-for-performance system that was the subject of negotiations.

Savinar recently took maternity leave, much of it unpaid. She and her husband crunched the numbers —  taking into account that teachers strikes typically last a week — and concluded that foregoing a paycheck, as striking teachers must do, was not something they could afford.

The irony is not lost on Savinar: She couldn’t afford to strike to improve her salary prospects.

“There was a lot of thought behind it, and it was definitely a financial decision,” she said, pointing out that her Centennial colleagues who remained in classrooms all have children 1 or younger. “It was a very challenging decision for every single person, I’m sure.”

A ninth-year teacher, Savinar left a job in neighboring Jeffco Public Schools to join Centennial four years ago. She said she was won over by the people and by expeditionary learning.

The school has a vegetable garden, an outdoor classroom with log benches, and a devoted corps of parent volunteers. For a recent lesson on biodiversity, Savinar took her students to Denver Botanic Gardens to visit a rainforest exhibit. They learned about different habitats and species of plants. Students who are now working on writing first-person narratives written from an animal’s perspective, like a jaguar or an exotic bird that makes its home in the lush canopy.

That a district-run public school would offer a model like expeditionary learning is unusual, and it’s part of Denver Public Schools’ philosophy of offering families a variety of school choices.

Centennial is also an innovation school, which means it doesn’t need to follow all aspects of state law or the teachers union contract. That allows for a much longer school day, for one. The opening bell rings at 8 a.m. and dismissal is at 3:45 p.m., with an 80-minute enrichment period.

Savinar is a “teacher-leader,” spending part of her time teaching and part of it coaching other teachers — another initiative that other U.S. school districts look to Denver to emulate.

Savinar said her support for the union stance during ProComp bargaining was rooted mostly in supporting an increase in all teachers’ base pay and in cost-of-living increases. She said she loves the flexibility that innovation status affords teachers and students both.

“It’s all relative, I guess,” she said. “Completely depends on what teachers are wanting in their school community.”

During the strike, Munro kept a detailed spreadsheet of classroom assignments, using a combination of regular teachers, substitutes, central office staff temporarily reassigned to schools, and her own preschool teachers who were available because DPS shut its preschools.

All but two classrooms were covered by certified teaching staff during the strike, she said.

Because of the timing of the tentative agreement, Thursday was more chaotic than when teachers were on strike, she said. Although all the striking teachers returned, the school retained a few substitutes to honor their commitments. Central office staff helped cover classrooms until late-arriving teachers got to work, then went back to their regular jobs.

“People had been gone three days and were just trying to put the puzzle pieces back together,” Savinar said. “People were scrambling a little bit because teachers are always prepared for their students, and they were feeling unprepared, coming into I am not sure what.”

Centennial will move on from the disruption of the strike at a time it faces its owns challenges. What was once a predominantly Latino student population has grown whiter and wealthier, driven by neighborhood changes and the appeal of expeditionary learning.

Having fewer students whose families live in poverty cost Centennial its Title I status, and the extra funding that goes with it. Munro said school officials knew it was coming and planned accordingly, accounting for the lost revenue over a two-year period and lessening the blow.

The older grades at Centennial are more diverse than kindergarten and the earlier grades, so as a fifth-grade teacher Savinar has a more diverse class than most.  

Next up, her students will begin a module on inequality. She and a returning colleague struck upon an idea Thursday: including a discussion about the issues underlying the strike. It’s in keeping with expeditionary learning’s aspiration to connect learning to real-world events.

So in the near future, Nic Savinar’s fifth-grade students at Centennial Elementary could talk about the issues that kept their teacher in school while her colleagues picketed outside.

teacher prep

Report: Tennessee’s teacher prep programs are doing a better job, but graduating fewer educators

PHOTO: Chalkbeat/Oliver Morrison
Teacher candidates undergo training through Memphis Teacher Residency in 2014. The nontraditional training program is among eight in Tennessee that scored in the top tier on the State Board of Education's latest report card.

Tennessee’s teacher training programs improved or maintained their scores on a report card released Friday, even as the number of would-be educators they graduated dipped for a third straight year.

Eight of the state’s 40 programs received the top overall score in 2018, while seven others moved up one notch to earn the second-highest scores. None of the programs saw their overall ratings decrease on the four-point scale, with 4 being the best.

Nontraditional training programs continued to excel, with Memphis Teacher Residency, Teach for America in Memphis and Nashville, and the New Teacher Project in Nashville all achieving a top ranking.

Among traditional programs, Lipscomb University in Nashville, Union University in Jackson, and the University of Tennessee at Knoxville maintained their top scores, while Christian Brothers University in Memphis broke into the top tier as well.

“We’re now seeing a greater distribution of top scores” among traditional and nontraditional programs, said Sara Morrison, executive director of the State Board of Education.

That’s important because university-based programs produce about 90 percent of the state’s new teachers.

The State Board issues its annual report card to gauge how well programs are preparing candidates for the classroom and whether they’re meeting the needs of school districts and the goals of the state. Criteria includes a profile of graduates over the past three years, their placement and retention in Tennessee public schools, and their observation and growth scores on their evaluations on the job.

The latest report card is the third under a redesigned grading system that launched after a 2016 report said most of the state’s training programs weren’t equipping teachers to be highly effective in their classrooms. It was a big red flag because the quality of teachers matter more to student achievement than any other aspect of schooling.

“We have seen an improvement in overall scores year after year,” said Morrison, noting that more first-year teachers are being retained and are helping their students show gains on state standardized tests.

Also encouraging: More recent graduates were prepared for teaching positions that districts struggle to fill every year, including English as a Second Language, Spanish, special education, high school math, and high school science.

On the flipside, the report card showed a gradual decline in the number of teacher candidates completing their training programs.

That troubling trend comes as the state braces for half of its 65,000 teachers to leave or retire in the next decade.

“Every program is looking to improve their recruitment strategies,” said Amy Owen, the board’s policy director, who spoke with reporters on the eve of the report’s release.

Another continued concern is lagging diversity among teacher candidates. Only 15 percent are people of color, compared with 35 percent of the state’s student population — a challenge since research shows that students of color are more likely to succeed academically when taught by teachers of color.

Among the report card’s other highlights, Tennessee Tech University, one of the state’s largest teacher training programs, improved its overall score to reach the second-highest rating. So did Belmont University, King University, Maryville College, Milligan College, Trevecca Nazarene University, and Western Governors University.

PHOTO: Marta W. Aldrich
Sara Morrison is executive director of Tennessee’s State Board of Education.

The University of Memphis maintained its score in the second-highest tier, as did Austin Peay, East Tennessee State, and Middle Tennessee State. All three are among the state’s largest training programs.

Morrison applauded programs for increasingly aligning their training to the state’s newest academic standards, especially in the area of literacy, and for collaborating more with nearby school districts to meet their needs.

“Some programs have even begun implementing dual-certification models so that their candidates are prepared to teach both an area like elementary education and either special education or English as a Second Language,” she said. “The result is a win-win situation, with teachers being more prepared and in-demand, districts having ready access to the educators they need, and education preparation providers improving on the state report card.”

You can view the full report card here and find previous report cards here.