October is the time when the rotating ATRs are introduced to their field
The field assassins ask for the ATRs to prepare a lesson that conforms to "Dainelson", is Common Core based,nd has sufficient rigor. All not required for rotating ATRs who are subject to the "Teaching for the 21st century" (Article 8j) requirements. The field assassins are also requiring differentiation when the ATR has no clue on the abilities of the students they have seen for the first time that day! Some ATRs are being observed in subject areas they are not certified in so that the field assassin can "U" rate the lesson and observation and force the hapless ATR into providing additional work in the "action plan" that is imposed upon the ATR. This is simply a pattern of harassment to force many discouraged ATRs to resign or retire in disgust.
What is the union's position on this abuse of practice by the DOE field assassins? It appears that the union leadership has quietly allowed the DOE to get away with the harassment and probably secretly agrees with the DOE method to thin the ATR ranks. Notice how the union leadership refuses to allow for an ATR chapter despite having between 2,600 and 1,400 members during the school year? Moreover, the union leadership refuses to put an ATR on the ATR committee, why not? Because the union leadership does not care what happens to the ATRs as long as the union is protecting their right to a job. However, if the DOE field assassins want to harass the ATRs or abuse them with outrageous demands, so be it as far as the union leadership is concerned.
My advice to the ATRs is simple, demand that you be observed only in your content area and get in writing what the field assassin is looking for. If they are asking for anything beyond what's required under "teaching for the 21st century", remind the field assassin that he or she is asking for is not within the contract. Moreover, if they want to give you professional development, make sure they give you a real course and not read articles online or take an online course on your own time. Require them to offer real professional development during school time. Finally, if they continue to demand Common Core, Danielson, and rigor. Request that they first model such a lesson so you can determine exactly wahat the field assassin wants and when they refuse, prepare a grievance showing that the field assassin refused to model a lesson for you as you requested so that you could understand whet the field assassin wanted and improve your pedagogy. No less will do.