The Ideal DOE Teacher - Young, Inexperienced, & Clueless

During the Kleinberg years it has been increasingly obvious that despite their emphasis on test preparation at the expense of a full educational experience, the federal test scores have shown little change since they took over in 2002. The question is why haven't the test scores improved despite the almost single minded emphasis on test preparation? While the answer seems complex to some, for me it is simple. It is the quality of the teacher.

Under the Kleinberg administration the ideal teacher have the following characteristics.

1. Inexperienced and lower paid.

2. Less than 50 years of age.

3. Thankful about having a job.

4. Unaware of his or her rights under the union contract.

5. Never complain about working conditions or the classroom environment.

6. Just teaches the students and let somebody else handle their problems.

7. Follow blindly all dictates by administrators, even when they make no sense.

8. Clueless to what good teaching techniques are.

In my mind the above characteristics are of a mediocre teacher, the type of teacher that will never make a difference in the lives of his or her students. However, this is the type of teacher that the DOE wants teaching the children.

Gone are the days that teachers can challenge the student academically without that teacher endangering his or her career. Remember, a student accusation, however, ridiculous, will get a teacher removed and investigated. If a teacher even tries to get into the student's face about his or her classroom behavior, you can be sure that the student will retaliate and since the DOE always will side with the student, guess what happens to the teacher? Right, the "rubber room". Is it any wonder that the number of reassigned teacher goes up every year? Therefore, as the DOE pushes older teachers to retire, whether due to administrator harassment, deteriorating classroom conditions, or teacher disrespect, they will be replaced by younger & inexperienced teachers who, for the most part, are clueless on what quality teaching is. Is it any wonder that the test scores don't improve?

What Happened To Our Children's Social Skills?

I read an article in my local section of Newsday about how little today's children play with each other and it reminded me of my preteen, tween, and teen years. Presently, the boys seemed to be always playing video games while the girls are usually on their cellphone or on the Internet. With the heightened awareness of strangers trolling after our children has resulted in adult supervised play. Soccer, Dance, sleepovers, basketball are all adult supervised activities. Gone are the days that the children will come home, drop their books, and go play with the neighbourhood children. Now it is going on the Internet, watching TV, talking on the cellphone, or playing video games. There is very little social interaction, except by electronic means.

During my preteen and early teen years in the Bronx, I used to drop off my school books and meet my friends to play outside. At times, I would take my little sister along and she would always run into people she knew in the park. My friends and I would play a range of games such as box ball, stoop ball, skully, punch ball, and stick ball. We always found other children at the park to play with or against. We learned to negotiate when choosing sides, auguring plays and know when to stop teasing so the teased child wouldn't cry (or not cry so much). Were there fights and loud arguments? Of course there were, that is how we learned our social skills. With no adults around we had to work it out ourselves.

During nights with no school and in the warmer weather all the kids in the neighborhood would play hide & seek, Ring-a-leveo, or capture the flag. In this case I can proudly say we practiced "no child left behind" No thought was given to what might happen to us and nothing did, except for an occasional older teen giving us a hard time. Were we naive? Probably, however, this is how we played in the city. These social skills were necessary and evolved in even the shyest children, as they learned that they would be selected and be part of the group and feel important.

As a tween I was very much into stick ball and played it almost all the time on schooldays. The stick ball court (a wall with a box drawn on it) was about two blocks from my house and everybody in the neighborhood would hear my mother yell from the sixth floor kitchen window "Eric it's time for dinner". The stick ball game was over and the kids playing in the park knew it was 6:00pm, time to go home. Yes my mom had a very loud voice, you can hear it for three blocks or about 600 feet into the park, including the playground. Who needed cellphones when my mom was the the best communicating device in the neighborhood!

Now we watch our children get together in adult supervised organized play with the adult doing the picking and telling the children what to do. Where are the games that the children play in which they can develop their social skills? Is it any wonder that cooperative learning is a tough concept for the student to handle? You must have social skills if you want the students to work together. I find these social skills sorely lacking and worry about this generation as they approach adulthood.

By the way, most of my punch ball games were played in the school yard during recess and lunch. The school yard now has trailers in it and the students are stuck in the cafeteria or their classroom. See a problem?

How Do We Compare To Paterson New Jersey?

New York City politicians are always calling us the best and the brightest. However, the real truth is the Kleinberg administration is always trying to do "education on the cheap". The result is that the New York City teacher is overworked, under appreciated, disrespected, and underpaid. Underpaid? Yes, underpaid. Many of the surrounding school districts are head and shoulders better paid than us. As for days worked, the average Long Island school district works 184 days a year and less, if snow days are not used. However, instead of comparing the New York City Teacher work and pay scale to the surrounding Long Island or Westchester schools districts (which we are inferior to), I decided to compare a typical working-class, blue collar school district in New jersey to our work and pay scale. The area I selected is Paterson New Jersey. A city that is heavily minority (82% black & Hispanic with many Middle Easterners making up most of the rest) and has a household income of $33,000, compared to $41,000 in New York City. A much poorer city indeed. However, they treat their teachers better than New York City treats us.

First, the Paterson, New jersey teacher works a maximum of 185 days compared to the 192 days the New York City teacher works this year. Further, the Paterson New Jersey Teacher has 5 half-days compared to "0" for the New York City teacher.

Second, the Paterson teacher pay scale ranges from $47,000 to $97,000 compared to our present-day pay scale of $43,000 to $95,000

Finally, the Paterson New Jersey teachers are allowed to attend workshops and professional development programs during school time. Rarely, can a New York City teacher leave the classroom for these sessions.

While I'm sure that the Paterson teachers suffer from similar afflictions as us such as gangs, unmotivated students, parent disinterest, poor classroom supplies, and vindictive administrators. It certainly appears that for a city always on the brink of bankruptcy, they seem to treat their teachers better than New York City treats us.

Who is the blame for allowing the city to disrespect us and for subjecting us to the shoddy treatment? I give you one guess. You want a hint? The First letter starts with an "R" and the last letter ends with a "i", with two letters in between.

DOE's Children Last Program Cobtinues -it's About The Money

There is a discussion going on in District 75 that the DOE wants to reduce it's size or even eliminate it. For the few people who don't know what District 75 is, it's the special education district. Therefore, this district is a very expensive part of the DOE since special eduction students need more and expensive services.

Already the DOE has proposed separating the deaf and blind program from District 75 and give it to the local school principals.
Now there are discussions about removing site 7 & 8 students from District 75 and send them to the local schools. What's interesting about sending the site 7 & 8 students back to local schools is that these students were sent from these very same schools because of their emotional disabilities. Why would they do better back in those schools from which they were sent from?

Makes no sense? Why bring students who were in a self contained restricted environment into a less controlled environment which they couldn't handle it previously? The reason is money. It can cost almost three times the expenses than for the general education student. Therefore, if you can dump these District 75 students into the general education population you can save money. So what it may cause classroom chaos with these special needs students getting frustrated and causing disruptions in the classroom. True, some special education students can be mainstreamed. However, at present, that is a case by case basis. not the proposed mass inclusion of these students.

By giving the local school district responsibility for the special education student this will allow the DOE to reduce funding since the local school principal will fight tooth and nail to put the special education student in the least restricted environment as possible (mainstreaming and inclusion classes). Thereby, saving precious budget funds for enrichment and after school programs rather than spending the money on paras, and other support personnel for the special education students. The result is less money for the local schools than was given to the District 75 schools.

I hope that District 75 doesn't follow the fate of District 79 and I don't believe it will. However, look for Tweed to squeeze any money it can out of the schools and if it hurts the children? So what, it is the DOE's children last program.

Updated Blogger List

I was finally able to update my blogger list, thanks to NYC educator's help. The updated blogger list was created after a serious investigation of the articles of these bloggers. The bloggers I selected may or may not have me on their blogging list. However, my final cut was based upon how well they represented the classroom teacher environment. My blogroll has some new and very interesting blogs. Newly added to my blogroll are:

Have a Gneiss Day - A very interesting blog that cuts to the truth and stakes out positions similar to mine.

Under Assault - One of my favorites with the articles providing insight to the problems of the New York City classroom.

Snytactac Gymnastics - I admit at first I didn't like the blogger articles, too light and too much like another popular blogger who seems more concerned with the blogger's personal life and not the classroom. However, I started to appreciate this blogger more as the articles became more focused on the school environment. Now one of my favorites.

Norm'snotes/ed notes humor - Let's say it's good reading and quite funny at times.

Life After The Rubber Room - A very interesting and detailed account of a survivor from the "Rubber Room". A must read.

Ed the Apple - A very in-depth and serious discussion on how the DOE affects the NYC public schools. A must read for teachers who want to see the big picture. Yes, I know the blog is(was) Unity flunky Peter Goodman's blog. However, he was the only one on Edwize that spoke the truth about Tweed and, unlike Leo Casey, had readable and interesting articles.

Untamed Teacher - A teacher at war with the administration, certainly not a suck up.

Diane Ravitch Articles - One of the best education writers who usually has opinion articles in the New York Sun.

NYC Public School Parents - These bloggers see past the Tweed "bullshit" and cuts to the chase.

I am sorry to see Edzup go. I think it was really funny and the authors should really consider it's revival. It must have been a happy day for Unity when it disappeared. I also took off other bloggers who no longer interest me and have lost their way in the classroom.

Finally, I would like the following people start their own blog.

17 years to go (or is that 15)?

Schoolgal (I know she is part of NYC educator's blog, its time to go solo)

Unitymustgo

Thanks to NYC educator for being there and keeping Unity on their toes.

What Will Really Happen TO The ATR's?

One of the questions the union gets. Can ATR's be terminated? Not likely, even under Randi's giveback contracts. Further, it is highly unlikely that she will ever agree to an ATR time limit (18 months in Chicago)? However, it is not impossible that an ATR time limit will be negotiated based upon her past performance as president of the UFT. Will teacher tenure be negotiable? Not a chance. Even Randi the sellout wouldn't stand for that. I hope.

However, the DOE budget changes will sharply limit the chance of experienced (highly-paid) ATR's from, obtaining a classroom teaching position. That is because the DOE will no longer adjust the school budget based upon teacher salaries. Presently, if a principal hires a highly-qualified teacher who makes $80,000 a year and that person replaces a $50,000 a year teacher, the budget for the school is increased by $30,000.

Under Fair Student Funding (FSF) that won't be true anymore. In In the 2008-09 school year if the principal decides to hire a $80,000 a year teacher to replace a $50,000 a year teacher, the school budget would have $30,000 less to pay for other school priorities. Further, the school will be accountable to fund any future raises. Therefore, the school would have even less money for other activities.

While the DOE may delay the FSF budget until the 2009-10 school year by adjusting the schoolwide average teacher pay, eventually, it will result in financial pressure for principals to hire newbie (cheap) teachers. Yes, the DOE claims that since school principals can never pocket any surplus funds, there is no incentive not to hire experienced teachers since the principals are graded on their student achievement. However, what the DOE fails to understand is that many principals will be happy to fund their "pet projects" at the expense of the classroom teacher. For example, the principal can hire one of those highly paid consulting firms to run after school learning and staff development programs. Therefore, if the principal wants to fund these expensive "extras, they will be inclined to hire cheaper teachers to ensure the money is available.

The UFT should have immediately filed a lawsuit to protect excessed teachers and ensure that no newbie teacher can be hired in their content specialty area until all excessed teachers are placed. Instead the UFT begged the DOE to reconsider and Kleinberg appeared to throw Randi a bone by delaying the implementation of FSF for a year. Big deal, what happens after that? Many principals look long-range and don't want to add more salary. Therefore, look for the ATR crises to worsen under FSF as Randi becomes the American Federation of Teachers (AFT) president.

Thanks Randi for protecting the classroom teacher. With friends like you we don't need enemies.

DOE's Children Last Program Continues

According to Peter Goodman in Edwize (yes I do read Edwize even though I no longer leave comments on them) the actual budget cuts are closer to 4% than the 1.75% claimed by the DOE. Because most of the money are spent by the schools early in the school year, the schools have very little, if any excess funds. Take into account the loss of students in the high schools by the 2nd semester and you have a potential disaster in the making.

Beach Channel High School has to eliminate up to 10 teaching positions and increase class sizes. The budget cuts are as high as $447,000 for some large, overcrowded high schools. In the spirit of No Children Left Behind, no school is immune from these budget cuts. Where are the cuts at Tweed Central? How many managers, lawyers, and educrats (a dying breed at Tweed) were laid off? I venture not many, if any. Pushing paper is more important than classroom learning.

Time and again budget cuts are placed on the schools and translated to the classroom, while budget surpluses seem to be spent on the "flavor of the day" programs that highly-paid private consultants run that don't show any classroom improvement.

Teacher disrespect is evident, look at the reduce parking permit program by Bloomberg. It turns out that many of the reduced parking permits were to be from teachers, not the bureaucrats. Further, why not eliminate the ATRs? By placing teachers in the classroom instead of paying them as subs. you reduce class size and eliminate the need to hire newbie teachers.

It is a real pity that Kleinberg starves the classroom and disrespects it's teachers and gets away with it. If only the public, politicians, and the newspapers would wake up and smell the coffee.
Well the clock is ticking and Kleinberg will be gone in 2010, I hope.

DOE Wants Essays From New Teachers- What Should The Essay Say?

According to the DOE all new teachers who want to work in the New York City public schools must write an essay on why they want to teach in the classroom. Therefore, I believe my essay would most certainly qualify for employment by Tweed and those wonderful Leadership Academy principals looking to hire me.

My name is Cleo. I am a 22 year old liberal arts major and have made it through the "Teaching Fellows" program. I am ready to make a difference in the classroom. I have heard about all the negative things about teaching in the New York City public schools and am ready for the challenge.

I'm happy to handle as many students that the school administrators see fit to give me. Thirty-four to a class? No problem, give me more students. Load me up with more non-teaching duties? I just love the idea, I don't need prep or lunch periods. I will even volunteer for after-school and Saturday programs without pay!

I have heard that there is a disrespect of teachers by the DOE. However, I believe if I work hard and respond to my school administrator's call to jump by saying how high? I will be respected. Student discipline? I know that my administrators will always believe me over the student. Everybody knows that kids lie. Right?

I will give that extra effort to interact with my students and be personable and engaging. I'm sure my administrators want me to work closely with my students. I will be a loyal employee to the school and earn my administrator's respect and loyalty in return. I'm sure my administrators will support me against student allegations.

I have such good ideas that my school administrators will just love my lesson plans as they will enhance the curriculum. I refuse to believe that my administrators will require me to "teach to the test". No right thinking educator subscribes to the "one-size-fits-all" approach. Right?

Come to think of it. What teacher would want to put up with teacher disrespect, lack of student discipline, large class sizes, a hostile working environment, and the unbelievable (but believed anyway) accusations of students. On second thought take this job and shove it.

DOE's Children Last Continues - School Budget Cuts

Here will go again. The DOE was told to cut the budget and instead of getting rid of highly-paid consultants, F status do-nothing administrators, or reduce managerial overhead, they have demanded a 1.75% cut of the school budget. Now a 1.75% budget cut may not sound like much. However, the budget cuts result in higher class sizes, fewer enrichment activities, and a vastly reduced after school program. Worse, many schools will have to fire teachers and combine classes. Children first? Try children last.

The school budget cut is as high as $400,000 in the big high schools and is going to be painful to students and staff alike. However, the DOE has decided to protect their cherished programs and the high salaried people running it. Therefore, the school budget cuts rather than managerial overhead reductions.

Remember, under Kleinberg there are thousands of ATR's who should be in the classroom teaching. Instead, Kleinberg encouraged principals to hire inexperienced (and cheaper) teachers causing the DOE to pay these ATR's for doing day-to-day substituting. This is a waste of between 100 & 200 million dollars a year. Further, add the nearly one thousand teachers removed or doing clerical work while waiting for 3020-a charges and you have another 60 million dollars wasted. While some people should have 3020-a charges filed most do not and having them detained in "rubber rooms" for over two years with full pay is a terrible waste of talent and money.

I can only hope that Randi & gang stop with their talk and start acting, like filing a lawsuit Of course I'm not holding my breath for that to happen,

P.S. Sorry about my blogger links I tried to update them and lost them all. I tried edit me and nothing doing. Anybody have any suggestions?

The DOE Must Save 324 Million Dollars In The Budget - Here Are Some Ideas

Bloomberg has told Joel Klein that he must find 324 million dollars in budget cuts. The question is how will the DOE do this.? Will they reduce administrative overhead? Eliminate no-bid inflated contracts? Maybe cancel consultant services? Not likely. Knowing the DOE, look for many of these cuts to find their way into the classroom as Kleinberg plays "rob Peter to pay Paul" game as they try to save their pet projects at the expense of the children.

However, I do know a way to save the money and improve the classroom environment at the same time.

First, stop hiring new teachers before all ATR's are placed. Millions of dollars are wasted as experienced, older (and yes higher salaried) teachers are used as substitutes, costing the school district not only money but wasting demonstrated teaching ability as well. Instead the DOE insisted on hiring newbies who are at the beginnig of a long learning curve at the expense of the children.

Second, stop pulling teachers out of the classroom, based upon frivolous charges. Only in New York City are teachers subject to 3020-a hearings based upon non-criminal incidents. Presently, many of these teachers can spend over two years in the "rubber rooms" being fully paid and end up with a small fine or a letter to the file. Meanwhile, the person who is replacing that teacher is also being paid a full salary. Talk about wasting money! A better way is to have an independent arbitrator who talks to both sides and decides if the teacher warrants removal. This procedure will greatly reduce the teacher removal rates and add money to the school budget.

Third, the dramatic increase in teacher incompetence cases are well documented. Not only is Kleinberg doing their best in trying to get rid of these teachers, they are spending a million dollars to setup a "gotcha squad" who's prime purpose is to fire teachers for incompetence. Here again a master arbitrator can be used to determine if the school has exhausted all remedies before the teachers is charged.

Finally, reduce the administrative ranks from the district and the borough offices. Many of these administrators exist because they are friends or family of big shots in the city and are a drain to the DOE budget. Just try to call these offices for guidance and see how you are shifted from one bureaucrat to another without getting an answer.

I believe that if the above items are implemented, the DOE will have more money for the classroom. Of cause what do I know, I'm only a teacher


Thanks to NYC educator for suppling me with his graphic on budget cuts.

Rubber Room Teachers Sue The DOE - Where Is The UFT?

The ever increasing teachers being reassigned to the "rubber room" have decided to fight back. On Monday January 21st, fifteen teachers have filed suit that the DOE's abuse of the contract has caused an unreasonable increase in reassigned teachers. While I'm not optimistic that the teachers will win their lawsuit, it's about time that somebody took on the DOE.

For the delusional who think the UFT is fighting for them. Guess again. The UFT reminds me of the Kennedy administration when they told the Cuban refugees that they will support them during the "Bay of Pigs" invasion. When the Cuban refugees landed on the beach and were subject to Cuban firepower, the Americans were nowhere to be found. Oops, did we say we had your back? I guess there was a misunderstanding.

The UFT allows the DOE to violate the contract when it sees fit. How many grievances are not heard in a timely fashion? How many teachers are not charged in the period specified in the contract? Finally, why does the UFT allow principals to remove teachers on frivolous charges?

Randi Weingarten, rather than supporting the lawsuit by the teachers, has stated that she is bringing her own proposals to the DOE. Nice try Randi. Talk is cheap and so far the only thing we got from you is talk, talk, talk. Results? None to my knowledge. The UFT reminds me of the doctor who said the operation was successful. However, the patient died.

It seems every month the DOE comes up with some anti-teacher initiative that surprises the UFT. Why?

Until the UFT becomes proactive, look for the DOE to continue to ride roughshod on the disrespected rank and file.

Why Aren't ATR's Placed First Before New Teachers Are Hired?

In the real world most companies want older and experienced workers. These workers are the most dependable and mentor the younger and inexperienced workers. Further, the experienced worker is associated with good work habits, loyalty, and trusted by the company. However, in the New York City school system the older and experienced teacher is treated with disrespect and are encouraged to retire or resign. Many of these teachers find themselves as ATR's in another school as their school has been closed and the newer schools don't hire them. In fact many of the small schools have very few teachers with at least five years of teaching experience. This is especially true of the schools run by the principals that came from Kleinberg's leadership academy.

Just look at the "rubber rooms" where most of the teachers are 45 and over with a minimum of ten years of experience. When an administrator wants to get rid of you, they only need to accuse the teacher of improper conduct and the teacher is removed. it doesn't matter if the teacher didn't do anything, just say the teacher did, that's all it takes.

When the teachers are released from the "rubber rooms" (and more are arriving every day) they are added to the ATR ranks. How does our union respond to this? Well they say you still have jobs. In the Kleinberg's DOE more and more experienced teachers are being replaced by newbies. Is it any wonder that despite the constant test preparation grades are flat?
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Too bad our union does not go to court to stop this abuse. Instead Randi and gang just talk, and talk, and talk as the DOE marginalizes the experienced teacher.

The "Probable Cause" Bomb By The DOE & The Union's Ignorance

The DOE has apparently expanded the definition of the "probable cause" section for teachers subject to 3020a proceedings. The "probable cause" section allows the DOE to suspend teachers for two months without pay. The union informed us that the "probable cause" section would only be used against teachers subject to felony arrest, sexual touching or repeated sexual talk. Seems fair if the police have a probable cause to arrest you or you deliberately touched a student in an inappropriate area (breast, ass, privates, inside thighs) or you repeatedly talked sexual things with the students you can be subject to the "probable cause" section of the contract.

However, lately the DOE and their investigating arms (OSI & SCI) are carving new ground on what is subject to the "probable cause" section", thanks to the failure of the UFT & NYSUT to challenge their perverted interpretation , that any touch or statement can, and will be determined to be sexual in nature.

Praise a student and use a word like kiss in a sentence and you can be subject to sexual talk.

Touch a shoulder or arm and you can be ac cussed of sexual touching.

You try to challenge a student to do better and the student doesn't like it, you can be ac cussed of sexual harassment.

Sounds crazy. How can anybody equate the above actions with the original intent of the "probable cause" section? Unfortunately Randi and her flunky, Leo Casey, convinced the members that only the most serious misconduct would apply to the "probable cause" section of the contract. When in fact it only takes an OSI or SCI investigator to state that he or she thinks it was sexual. Sure the teachers are allowed to try to rebut the SCI investigators (apparently not the OSI investigators). However, very few teachers win. The result is that the DOE has expanded the pool of teachers subject to the "probable cause". section.

Why haven't the UFT & NYSUT fought this expansion of the "probable cause" definition? I don't know. Maybe they don't care. Or worse, they are in agreement with the DOE and to keep the peace with the DOE, they just sacrifice some teachers. Whatever the reasons the unions are aiding and abetting the DOE in their attack on teachers.

While Randi dances with Bloomie her teachers are being suspended without pay for actions that no right-thinking people would find wrong. Thanks Randi, thanks a lot.

How Come I Didn't Get Invited To Randi's Party?

I read with utter shock that Randi Weingarten had her 50th birthday party and didn't invite me. As a dedicated dues-paying member of the UFT, I am upset that Randi didn't give me the opportunity to donate $100 and rub elbows with the likes of Leo (Darfur) Casey, Chancellor Klein, and Mayor Bloomberg. Wait a second, why was the Chancellor and Mayor invited to the party? I'm sure they didn't donate $100!

How many of the rank and file teachers were invited? My guess, not too many. Is this the same Randi Weingarten who was outraged by Kleinberg's "gotcha squad last month? I guess now that she is 50 (AARP eligible) Randi is allowed to have those senior moments by forgetting how anti-teacher Kleinberg is. Let me remind Randi what Kleinberg has done.

First, the elimination of grievances of LIF

Second, the end of the senior transfer system.

Third, the inclusion of the "probable cause" in the teacher contract that is currently being abused by the DOE to suspend teachers for up to three months without pay.

Fourth, severely restricting teacher- directed classroom learning.

Fifth, any student accusation is believed while the teacher response is not. The result, lack of discipline as teachers are afraid of being removed.

Six, the rapid increase in ATR's and "rubber room" teachers.

Seven, the increase in teachers leaving the NYC school system due to the difficulties in the classroom and the culture of teacher disrespect by Kleinberg.

There are many more anti-teacher actions by Kleinberg. However, I'm too tired to list them all.


I am sooooooo depressed that Randi Weingarten didn't invite me to her birthday party, I think I will celebrate Randi's birthday with a beer and a candlelight vigil at the local pub.

DOE's Firing Squad

I found the e-mail from Chancellor Joel Klein quite humorous. The e-mail claimed how pro-teacher he is. However, it's not what you say but do and its very obvious that the reality is that Chancellor Klein and his cronies are anti-teacher.

The latest in his anti-teacher action is his use of one million dollars of precious funds to create a group of lawyers and retired principals to fire teachers for incompetence. It appear Kleinberg is frustrated how few teachers are fired for incompetence. The memo claimed only ten teachers were fired. Hence the DOE statement that they are not going after teachers. However, add hundreds (yes hundreds) of teachers who have been given (or will be given) 3020a charges for incompetence and DOE is trying to fire them all. How interesting Chancellor Klein's memo didn't include that! I guess he forgot.

The UFT calls this group the "gotcha squad". However, let's call it like it is a "firing squad".
The main purpose of this group is to help principals properly document their incompetence charges. To the uninformed teacher it might not seem like a big deal. However, it is a big deal.
Any teacher that runs afoul of a principal can be brought up on charges of incompetence. How you say?

First, you get a "U" observation and lesson plan. Next, the follow-up observation is "U". This continues for the year which finally results in a "U' for the year. The next year you are given a terrible schedule which will guarantee that you will be given the Peer Intervention Program (PIP). However, this will not stop the "U" rating the second year. Finally, you will be removed from classroom teaching and spend some time during clerical work in your school while the 3020a charges are filed.

This can't happen to you? Guess again. Even the best teachers can be railroaded. It only takes a student talking out of turn, or turning your back to the class to write something, and even a subjective determination that your lesson was not focused to get a "U" observation. The rest is obvious on the teacher's road to incompetence.

I believe the union needs to do more than simply wait out Bloomberg & Klein. The UFT should should be pro-active in demonstrating their objections to the anti-teacher DOE. We have given up too much to Kleinberg, its time to draw a line in the sand and yell "enough". We need to get our respect back. It's time to stop the DOE bullies!

Kleinberg's Camp Granada

Back in November 2003 an anonymous 5th-grade teacher took Allan Sherman's classic hit about a summer camp (hello Muddah, hello Faddah) and put it into words for the New York City classroom. This song was published in the New York Teacher paper. I believe it is a good time to recreate this classic.

Hello Bloomberg, hello Klein. All your teachers have lost their minds. Your new workshops aren't pretty, we would be so glad if you both left the city.

All our classes are overcrowded and all our textbooks have been shrouded.
Now we are teaching without foundation. What will happen to the future generation?

Please just go. Oh, Mr. Mayor please just go. Do us a favor and Mr. Klein you both should go away. Please leave us and just resign!

From a rocker we're all reading. But are our students all succeeding? Please explain how we can all fit a class of thirty-five on a small carpet?

Don't you think it would be wise to make each class a smaller size? Instead you both decided all our readings should be shared or should be guided.

Please just go. Oh, Mr. Mayor please just go. Do us a favor and Mr Klein you both should go away. Please, leave us and just resign.

Now, about working conditions. Parents should start writing the petition. And the children are all complaining. It's too hot and cramped, it is really much too draining.

The windows in the classroom only open six inches. And if we leave them open too long, the pigeons fly in and make the classroom their new home.

Please just go. Oh, Mr. Mayor please just go. Do us this favor and Mr. Klein. You both should go away. Please leave us and just resign.

All the teachers work day and night.Our mini-lessons must be just right.
The teaching point,on charts, no chalk. Wait a minute, we forgot to "turn and talk".

Now lets talk about the new rules.No more chalkboards to be in the schools. Children's seats should be in fours. We don't remember voting on these laws.

Please just go. Oh, Mr. Mayor please just go. Do us a favor and Mr. Klein. You both should go away. Please leave us and just resign.

To the teachers, you just say. Longer hours, for little pay. Our contract you won't honor. Especially, for our teachers, it is a dishonor.

A few last questions before we go. How were you taught years ago? You sat in rows, what a pity! Are you sure your smart enough to run a city?



Note: Some changes were made by me to account for the last four years. However, almost all of it is a recreation. Maybe the UFT should use this song as a rallying cry for teacher respect.

What Does The Teacher Retention Satistics Show?

According to the union over 4,600 teachers resigned over the last year. This is double the resignations of the previous years. These resignations do not include retirements or firing's! Why are so many NYC teachers quitting the profession despite a 40% increase in teacher pay since 2002?

Could it be the overcrowded classrooms? How about the extra classroom duties like a sixth period? Or maybe it is the overall disrespect of teachers by the administration? Possibly the reluctance of teachers to discipline or interact with students for fear of being assigned to a "rubber room" (which went from 315 in March 2005 to 757 by June of 2007). while a biased and one-sided investigation is conducted on the poor teacher. In reality its a combination of all the factors cited above.

The doubling of teachers resigning and being assigned to the "rubber room" is no coincidence. The life of a New York City classroom teacher is becoming more and more dangerous and time-consuming. The New York City teacher does not command respect by the administration and a student's word is often believed over the teacher's. Is it any wonder why more and more teachers are resigning?

What can be done about this? Like I said previously. The union must start running ads showing how the Kleinberg administration is anti-teacher. Show how few teachers resign in the surrounding school districts and even fewer are reassigned, unless charged for a criminal activity.

It is obvious to me that the Kleinberg administration is anti-teacher (especially the older teacher) and the DOE motto should be that students lie....except about their teacher!

What is DOE's Idea Of A Good Teacher?

It is becoming very obvious that the DOE's idea of a good teacher has the following qualities.

1. Less than 5 years of experience (cheap).

2. Works on mindless test preparation.

3. Never questions a Principal's decision.

4. Do extra work without compensation.

5. Healthy and takes few days off.

6. Quits before the City pays a pension.

This is the main reason that the national test scores have remained stagnant the last five years.


However, there are other reasons for the stagnant teat schools. For example, the vast majority of the teachers reassigned to the "rubber room" are 45 or older. The very veteran teachers that can make a difference in the classroom. Instead, there are over 750 teachers currently reassigned and the numbers are increasing daily. As I have said previously, only 10% really belong there.

Further, many veteran teachers still in the classroom no longer challenge the students for fear of being accused of inappropriate behavior. Remember, the DOE philosophy is that students lie....except when it is about their teacher.

Finally, the quality of principals have deteriorated and many of them are vindictive and insecure. These principals want young, inexperienced teachers who when the principal says jump, they respond high high? While the experienced teacher would say why?

I see an acceleration of this process by the DOE with the end result of little or no academic progress, an increase in "rubber room" teachers, and a mass retirement in the next five years.

The DOE's idea of a good teacher? An inexperienced and cheap teacher who will leave the system before they are pension eligible. As for the rest of us. I guess it's time to count the days before retirement.

Any Questions On What The DOE has In Store For Teachers?

Despite an upcoming budget deficit that requires the DOE to reduce spending by 2.5% , the DOE has allocated one million dollars to hire a staff of lawyers and consultants to help principals terminated teachers for incompetence. I guess increasing the amount of the teachers in the rubber rooms by 233% is not enough for these non-educators. It is now quite obvious that the Bloomberg/Klein administration is anti-teacher. No matter how much Randi gives in they want more.


How do we put a stop to this witch hunt on teachers?

First, do not buy into the DOE policy to remove any teacher that they decide to, without a fair and unbiased investigation. Presently, that is not the case. The smallest item that OSI/SCI or the principal can substantiate results in the teacher's removal and a 3020a charge.

Second, do not hire any more arbitrators or NYSULT lawyers. If DOE wants to remove even more teachers, then stop helping them by buying into this perverted process. Further, the UFT must make sure that the arbitrators are handing out fair judgements.

Third, it is time that the UFT becomes pro-active in exposing the DOE's anti-teacher bias. Full page ads in the major newspapers and television showing how the DOE discriminates against tenured teachers.

Finally, 90% of the teachers in the rubber rooms should not be there and the DOE's perversion of the investigation process should be confronted by the UFT, not ignored.

To the UFT, talk is cheap, results are what is necessary.

Good Contract, But What Will We Pay In Health Care?

As predicted, the money is similar to the DC37 pact with a 7.1% increase for 24 months with a 2% raise on October 13, 2007 and a 5% raise on May 19, 2008. Notice most of the money is back loaded! Of course we all will receive a $750 bonus in January of 2007. Nice money, almost meets the cost of inflation (9-10%) for the same 2-year period and yes I will probably vote for it. However, I am very concerned about how much the MLC agrees to give the city for health care. 1%, 1.5% (TWU), 2%? You don't have to be a math whiz to figure out the amount the MLC agrees to giveback to the city will reduce our raise from 7.1 to as little as 5.1%!

In voting for this contract, I am uneasy about the ATR buyout. What stops a principal giving an ATR two consecutive "U" ratings and then recommends that the ATR take the buyout or else?
I would like to hear from somebody that understands this problem and whether the union has thought this out?

Nice contract, but there are some questions.