Thank You Randi, Joel, & My Clueless Administrators For The Two Most Miserable Days In My Teaching Career

I just spend the two of the most miserable days in my teaching career doing nothing at my school. Instead of recharging my batteries on vacation and preparing for the next school year, I found myself subject to mindless (un)professional development, a principal who spent precious time telling us how great he is, and assistant principals who had a mind-numbing session on bulletin boards, hallway practices, and classroom sharing. We were also exposed to an afternoon of videos of "right to know" that drove most of the teachers bonkers.

You might ask. "How about working on the classrooms?" Well my school administrators didn't program time in for this in our very busy two days of mindless nothingness. But Randi said the two days were to fix-up the classroom? Well, tell that to the administrators because they didn't seem to care what Randi said. What follows is my two days of misery.

Thursday, August 31st started off with coffee & bagels as the principal spoke about how our school improved their Math & English scores over last year. Clap, clap, clap. Next he introduced teachers who came back from sabbaticals and informed the staff of the teachers he excessed. We did not lose any teachers to transfer using the open market system. Note; teachers don't usually leave large traditional high schools in Queens for smaller schools despite the best efforts of Kleinberg to make the smaller schools attractive. See my August 24th blog. Next, he informed us how he single-handedly fought the Tweed educrats on adding cameras, security officers, and a police presence in our school I thought it was a total effort between parents, students, teachers and some administrators? What do I know. Finally, he finished it up with how we should all work together and collaborate on issues that affect the school and that we are one big family. Boy was I getting sick of this phoney. My principal is a "cya person" and will stab you in the back if that is what his Tweed masters want.

Next, it was off to our department meeting for the rest of the morning where we discussed what should go on our bulletin boards. Should it be student work, or posters? What can go on the walls? Can student work be put on the hallway walls? Thankfully, the session ended for lunch as the assistant principal was explaining how three teachers can share one room.

The afternoon session consisted of two videos on the "right to know" what chemicals are being used in the school and what the procedures are to inform medical personnel. However, our right to know apparently does not include knowing if our students have Communicable diseases. We are forbbiden to know if a child is HIV positive, another reason why a teacher should not break up fights. By the time the videos were finished it was time to go home.

Friday, September 1st we are back to coffee & bagels and another speech by the principal. Charitably, he limited it to a half hour. However, he had a wonderful surprise for his teaching staff, a day-long professional development session. Of course, despite his statements that he wants to collaborate with the teachers, he didn't ask for teacher input or comment on the type or necessity of professional development. By the way the administrators were exempt from the professional development sessions. The professional development consisted of
non-educators telling us how we should be in touch with our feelings. What a wonderful waste of time and money. Yes, he used his budget to pay for this rather than saving the money for before/after school tutoring. This professional development was to extend to the end of the day but a revolt by the teaching staff truncated it to 1:50 pm. This allowed the teachers one hour to fix up their rooms!

Didn't Randi say that the two days before Labor Day will be used for teachers to fix-up their classrooms? Well I took a look at the contract and under section 6C it states that "part of the time on the days before Labor Day will be allocated to classroom preparation. " The question is what does part mean? Half a day, 2 hours, 10 minutes? Another, poor job by Randi and her lawyer friends that did not specify what part of a day means. Does giving us one hour on the second day meet the definition as part of a day? What about not having any time on day one? What are the penalties for non-compliance of the contract by the administrators? I suspect there will be no consequences for the administrators for violating the contract. Can you imagine if you refused to go to the professional development session? Yes, you would be charged with insubordination and at the very least receive a letter to the file and maybe even being removed from the school!

My miserable day ended with my assistant principal (who I have a good relationship with) coming into my room and asking me if I finished the Earth Science lab booklet. My response was "you must be kidding" I informed him that had I not been required to go to the professional development session, I would have been finished. He left my room and told me that I forced him to find a common lab paper to hand out next week. My heart bleds.

In conclusion, I would like to thank Joel Klein who does not understand the law of diminishing returns and thinks quantity means quality. Joel, more time in the classroom does not mean better grades if you overwork the teacher & students. I would also thank Randi Weingarten who first, agreed to the two days before Labor Day that ruined many a planned vacation and second, lied to us about how the two days were to be used. Finally, I would like to thank my school administrators who time and again fail to practice what they preach and use limited funds for professional development that nobody wanted.


Before I forget, I want to give special thanks to Randi & Joel for the precedent-setting 190 day school year.

Department Of Education Claims The Regents Is 33% Of A Student's Classroom Grade - Really???

The principal of Lafayette high school has reduced student Earth Science classroom grades 10 to 15 points if they failed the Earth Science Regents. While I question the principal's wisdom in changing student grades without teacher discussion and input, I'm more concerned with DOE's response to the event. According to DOE, the policy is that the Regents should be 33% of the classroom grade. I have been teaching a decade and have never heard of this. In fact the Regents was not part of the classroom grade at all!

Granted if a student tanked on the Regents (less than 50%), our policy was to reverse any passing grade to a failure since the student did not possess an adequate knowledge of the subject.
Further, some students who passed the Regents had their failing grade reversed if they were close to passing. However, I have never read or was verbally informed that the DOE had a policy that the Regents is 33% of the classroom grade! In fact, final grades must be bubbled in days before the Regents is given and maybe more than a week before the Regents is marked! Just imagine the chaos if teachers were required to incorporate the Regents scores into the classroom grade.

Lets take an example of how DOE's policy works. First, you give student X a classroom grade of 75%. A week later after you finished marking the Regents, Student X received a 52%. How do you deterimine the final grade? Easy if you are a math and science teacher.

Final Grade = 75(.67) + 52(.33) = 67%

Student X passed but now do this for 125 students at the end of the Regents week and then have to bubble in the grades. Rush, rush, rush, mistakes are very likely and the stress on the classroom teachers trying to complete the paperwork for the year is greatly increased.

Finally, all teachers should know that a principal can change a grade but they first must consult with the teachers and must justify, in writing to the teacher, why the grade was changed. A principal cannot just change a grade because they want to.

The Advantages Of Going To A Large Traditional High School

The large traditional high schools have been attacked as a relic of the past and not serving the needs of today's students. Instead the Kleinberg administration is gun ho on developing small schools and fighting tooth and nail to increase Charter Schools. To try to prove they are right the DOE dumps the "not ready for promotion 8th graders", discipline problems, and children with disabilities on the large traditional high schools. To their surprise and disappointment there has been no net improvement for students who go to the small or charter schools, when compared to the large traditional high schools The reason for this is not evident. However, I do have some theories on why the large traditional high school can still do better on an uneven playing field.

First, the large traditional high school gives a student a wide variety of Honors and Advanced Placement courses as well as electives such as forensics, computer courses, finance courses, and law courses. By contrast, the small and charter usually don't have the ability to offer anything but courses associated with the school's theme (example the school of Law Enforcement only have courses associated with law). The lack of a varied and challenging curriculum limits student choice and therefore student achievement.

Second, the large traditional high school has many extracurricular activities an area that motivates student school participation. Sports programs, clubs, and academic teams. In particular the sports programs of the large high schools are usually split by gender. For example my school has football (Varsity and JV), soccer, track, basketball (Varsity and JV) swimming, volleyball, golf, handball, bowling, fencing,and baseball for the male students. The female students have swimming, volleyball, track, soccer, softball, basketball, bowling, golf, handball, and fencing. Students that join sports and other extracurricular activity do not get themselves in trouble and do well in class. By contrast the small and charter schools have very limited extracurricular activities and little or no sports teams.

Third, and I believe most importantly, the large traditional high schools have a higher percentage of experienced quality teachers. The flexibility of the course selection, and the chance of teaching highly motivated students in Honors and Avanced Placement courses attract teachers to the school. Case in point, my principal informed me that he received ten applications for two openings. All were experienced teachers with good references. I'm sure the small and charter schools do not receive the same quality teachers. In fact, based upon discussions with various teachers, it seems the small schools are looking for young, inexperienced teachers they can mold. As for the Charter schools? They are lucky if the teacher is certified and lasts for more than a year. Quality teachers? Give me a break!

In my overcrowded Queens high school not one teacher is uncertified and the average school experience is eight years! Are all of them quality? Of course not! However, many of them are
quality teachers and the students benefit from being exposed to them.

In conclusion, send your child to the large traditional high school if you want a well-rounded student that colleges will be happy to have on their campus.

Reflections of Summer School

Well, summer school is over and it is time to reflect back on my summer school experience. For the many of you that don't do summer school, I suggest you do it once so you can appreciate how lucky you are that you don't need the money and have a relaxing summer. However, enough of this and lets get on with what its like to teach summer school.

First, and most important are the students. Summer school students are not your regular year students. The summer school students are there for various reasons, all bad. Some of them are there because of poor work habits, others because of behavior problems, many are there due to academic dificencies, and a few due to attendance issues. In other words these students are the unmotivated bottom layer of the school system. To motivate them is a real challenge since if they were motivated, they wouldn't be in summer school in the first place!

Second, class size. While my three classes stabilized at 30, 32, and 32 students, there were some Math and Living Environment (Biology) classes with up to 48 students in a class. Some of the students were standing, sitting on the window sills, and shared chairs. What an environment for learning with already "at risk" students!

Third, many of the summer schools are not air conditioned and the average heat index in the summer is 92 degrees (temperature plus humidity). Even motivated students would have a problem with learning in these hot and humid classrooms, can you imagine what is like for the unmotivated student? What's interesting is that the Department of Education (DOE) claims that these old schools cannot handle air conditioners. However, all of these schools upgraded the wiring for the administrative offices and are air conditioned. Children first? Yeah right, if you believe that then I have a bridge to sell you.

Fourth, Teachers are paid on a per session basis ($37.96/hr) and are required to work five straight hours with only two 5 minute breaks in between the first and second period classes.Teaching three straight classes in less than ideal conditions is not condusive for good learning.

Fifth, school supplies and textbooks are usually inadequate since many of the summer school teachers come from other schools and the administrators don't like to give up precious resources to the summer school program. The result is that the school gives the summer school teachers outdated and poorly conditioned textbooks, little, if any photocopying services, and no technology. Pencils, paperclips, staples, and chalk are usually in short supply.

Finally, the DOE starves the summer school program of money. There is no money for test prep courses, tutoring, or allocation of extra hours for test scoring. The result is a "bare bones" program that meets the minimum requirements for summer school students who really need a maximum effort by DOE to educate the neediest of students.

Over the years the summer school program has changed, and not for the better. Once a student missed three days (summer school is 30 days long) the student was automatically discharged. Now a student can go on a two week vacation (10 days) and still demand to pass. Misbehaving students were discharged at a teacher's request, Now the administrator puts the student back into the class after a lecture. Finally, the lack of enforcement by administrators have seen an increase in cell phones, sidekicks, blackberries, and ipods in the summer school classrooms. A teacher can do little but threaten to fail the student but without administrative muscle teacher threats are not taken seriously since the student does not believe that they will fail until it's too late. (urban myth: There is a mistaken belief by high school students that if you show up enough the teacher can't fail you - wrong).

In conclusion, summer school is for the student misfits and the teachers that need the money. In our profession its called "blood money".

Postcript. My students had a 85% passing rate and a surprising 52% passed the New York State Earth Science Regents. Not bad considering the roadblocks in their way.

DOE Erodes Teacher Authority With It's Revised Student Disciplinary Code

The New York City Department of Education has decided to further erode the classroom teacher's authorty by proposing to revise the student disciplinary code in allowing a parent to appeal the removal of their child from the classroom. Presently, the classroom teacher has the right to remove a disruptive student for three days from his/her classroom. Most administrators don't like this regulation and try to pressure the teacher from enforcing the regulation. The reason they don't like this regulation is that the disruptive student is usually assigned to the assistant principal's office and the AP must oversee the student.

In my school, the administration tried to set up a procedure to limit the removal of the disruptive student, First, you had to talk to the child at least twice about his/her behavior. Second, you contacted the parent (trying to contact the parent was not good enough) and let the parent know about their child's behavior. Third, if the first two fail you send the student to the AP for a lecture and is sent back to class. Finally, only after the three procedures failed to change the student's behavior can the teacher issue a 3-day "do not admit" order for the student. The result was a teacher outcry and the Administrators backed down. However, they still try to discourage teachers from removing the disruptive student.

The proposed DOE regulation allows the parent to appeal to the Regional administrators, who don't care about the classroom, and will, in many cases, allow these disruptive students to return to the classroom so they can cause more damage.

This propsed revision is another attack on the classroom teacher's authority. First, it was micromanagement, then it was the one-size-fits-all curriculum, and now limiting the rght of a teacher to have a peaceful classroom. What's next?

To the union's credit the president Randi Weingarten has objected to this change. However, objecting is one thing doing something about it is another. The union must be pro-active on this issue and take whatever action that is necessary to ensure the revised student disciplinary code is not implemented. Talk is cheap, we classroom teaches expect action from our union representatives.

The UFT Questionnaire - What It Didn't Include

Today I received the UFT questionnaire on what we should ask for in the next contract. Of course most teachers want more money, better health benefits, low class sizes, and enforceable student discipline codes. However, I was more interested in what the UFT questionnaire did not include.

First, a priority for many teachers is getting back the two days before Labor Day. All the teachers I spoke to bring this up as a top priority, on par with a competitive salary. Why doesn't the UFT questionnaire include this?

Second, the reinstatement of the grievance procedure that protected teachers from overzeolous administrators who, if not kept in check, can give teachers Letters-To-The-File (LIF) at their leisure.

Third, the elimination of the 90 day unpaid suspension based upon a student accusation. Already teachers have been subject to these false accusations. Why didn't the UFT include it in the questionnaire?

Fourth, How come the UFT questionnaire didn't include changing the 1.67% factor for teachers who are vested to 2% in the pension plan. Instead they only seem to care for the 30 year teacher.

Fifth, why wasen't a limit of 183 school days, as is done in the suburbs, included in the questionnaire?

Finally, The UFT questionnaire should have had a question that read "should Randi and her lawyer friends negotiate the next contract rather than the classroom teachers?" I guess we all know the answer to that.

I know there are other items left out of the UFT questionnaire. However, I believe these are the most important.

I would like to hear what other teachers think.

Mayor Bloomberg's & Chancellor Klein's Children Last Program

I have reached the halfway point in teaching summer school in my non-air conditioned building and have come up with the following observations after talking to my students.

First, I have eight students who have been thrown out (explled) of Private/Religious/Charter schools in June. Four of them due to behaviour issues, the rest for poor grades. All are waiting to be placed in the public school system. The rest of my students come from four public high schools and despite their obvious behaviour and academic problems, are forced to go back to their public schools. Let's see under the Chancellor's regulations you can't leave the school if you want to and the public school can't transfer you to another school if you are found to be a disruptive influence. How does this help the child? It doesn't of course.

Second, how can the DOE allow children to learn in non-air conditioned schools? I do notice all the administrators have air conditioners. Maybe the DOE should be using the money they claim their saving on central administration to air condition the summer schools. Oops, I forgot that money has already been allocated to the empowerment school principals not the classroom or it's students.

Third, class size in my classes are reasonable, 26, 28, 32. However, the Living Environment and Math A teachers have class sizes of 40+ each. What a wonderful learning environment for students who have academic problems as is.

Fourth, under the Chancellor's regulations in summer school the teacher cannot automatically expell a disruptive student. Instead an Administrator removes the student and sends the student back to the class the very next day. the student wins and the class loses.

Finally, the summer school program is the stepchild of the DOE funding activities. In particular, the high school students. Therefore, the high school students lack classroom supplies, up-to-date books, and a proper learning environment necessary for the majority of the students to succeed. The DOE would rather give money to Charter schools than use the funds to help prepare high school students who are in danger of not graduating by adequately funding the summer school program.

In conclusion, when it comes to the summer school program it's children last not first!

New York City Has Agreed To A Contract With No Givebacks - Very Interesting!

Shockingly the Bloomberg administration has agreed to a tentative contract with it's largest union (DC37) that apparently does not contain union givebacks. This development is of extreme importance because it "sets the pattern" for the next contract for the teachers. For people unfamiliar with municipal bargaining in New York City. Once the city agrees with one of the major unions (usually DC37, the largest and weakest) on a contract. All other unions are subject to the parameters of that contract. For teachers to get more than the DC37 pattern, the teachers usually have to give up days and work extra time during the school day. Therefore, lets see what the general outline is of the DC37 contract.

The DC37 contract gives the union a 3.15% raise for 13 months (July 2005 to August 2006), a 2.0% raise for the next 6 months (August 2006 to February 2007) and a 4.0% raise for the last 13 months (February 2007 to March 2008). By compounding the interest it comes out to a 10% raise for a 32 month contract. The extra 2 months were added so that the city could give the union's welfare fund a much-needed cash infusion of 23 million dollars. Interestingly, the union won a very important takeback, the right to live in the New York State suburbs, as long as they pay the New York City Income Tax. This takeback (given up in 1987) is based upon the reality that the average DC37 employee (annual salary of $28,000) cannot afford to live in the big apple.

Why did the city give such a relatively (for them) generous contract to a union that they have used previously to impose a "pattern" on the rest of the unions? Simple, its politics, and the city's ever-growing budget surplus. First, Lillian Roberts is in serious trouble as head of DC37. She is outvoted on the executive board and has made enemies of the other unioms with her approval of a vastly inferior contract that was short on money and long on givebacks, which of course established the "pattern" for all of the other unions. Second, the city's ever growing budget surplus, presently 5 billion dollars! The tentative contract for DC37 was payback by Mayor Bloomberg to Lillian Roberts for saving the city millions of dollars in the previous contract when the city was claiming a budget deficit (it turned out the city had a budget surplus of 1.3 billion dollars). Further, Lillian Roberts is up for a tough reelection campaign later this year and the Mayor is supporting her reelection and this contract will help her immensly. Finally, by comng to a contract with DC37, the city has set the "pattern" before real negotiations with the tougher unions (police & teachers) get going.

What will this contract mean to the New York City teachers? First, the New York City teachers contract expires on October 7, 2007 and the teachers will receive the same 3.15% raise starting on October 7, 2006 that DC37 will get in their first year of their contract. Logically, the city is willing to give a 4% raise to the teachers for the first year (October 2007 to October 2008). This is the "pattern" set by the DC37 contract. Any increase in that number will be associated with givebacks, a situation that is not likely to be receptive to the teachers. Therefore, the 4% value seems to be a reasonable value for the first year.

The problem arises with the second and third years of the contract. Since DC37's contract will be ending and unless other major unions have settled a long-term contract (highly unlikely), the final two years will be based upon the city's financial condition, Randi Weingarten's willingness as leader of the Municipal Labor Council (MLC) to agree to give the city a less generous Tier V pension for the newbies, and/or paying a percentage of the salary (1 - 2%) for health benefits. Obviously, if Randi caves here, all the municipal unions will be getting significant raises (up to 5% if both are implemented) by giving back on the pension and health issues. However, if the MLC refuses to giveback on the pension & health issues the question is how much will the city offer? This is difficult to say. First, it depends on the city budget surplus/deficit. Second, what other givebacks the city wants from the teachers? A sixth period? More time during the day? Less time off? Required coverages? Randi has already said she will no longer exchange time for money and has committed to a three-year, 4 -5% per year contract to try to catch up to the suburbs. Therefore, unless the city is willing to pay the teachers close to what Randi wants without givebacks, the best the teachers can probably do is a 2-3% raise without the givebacks previously mentioned and that's assuming the city has not fallen into a budget deficit.

Personally, I expect one of two scenarios to occur. First, and the most likely scenario, the MLC caves (Randi caves???) and allows the city to start a Tier V pension and/or a 1-2% employee contribution to pay for health benefits, allowing the city to give the unions a 3 - 5% raise, based upon the status of the city budget surplus/deficit. The second scenario is that the MLC does not agree to the pension and health givebacks and the city may just decide (quite likely) to fake negotiating until either Bloomberg's term expires or the State finds the city bargaining in bad faith. In which case look for the city to offer a 2-3% raise with some very minor givebacks to save face.

In conclusion, it would appear that without the city receiving major givebacks in the pension and health area don't look for a contract anytime soon.

A Quality Teacher In Every Classroom? - You Get What You Pay For

A nonpartisan organization called the Education Trust has found that students in urban, high-povety high schools were twice as likely to meet State standards when taught by highly rated teachers. This conclusion was not based upon a limited study but from a comprehensive study rating 140,000 teachers in Illinois. Further, teacher experience made a profound difference in student performance. Therefore, to maximize student achievement in the urban high schools it is important to have an experienced, highly rated teacher in the classroom. The question is how does New York City achieve the goal of providing such teachers in their urban high schools?

First, you need to pay a competitive salary. Why would a highly-rated, experienced teacher teach in a school system that pays 15% less than the surrounding suburbs?

Second, you need manageable class sizes. In the New York City high schools the average class size is 32 students compared to 23 students in the surrounding suburbs. Thats 39% more students and less attention given to the needy students.

Third, teacher control of the classroom. In the New York City schools teachers have very little control of the classroom and many of the classrooms have safety problems. DOE student discipline regulations gives classroom teachers little say in removing disruptive and dangerous students.

Fourth, a continuing practical and informative professional development program, led by these very teachers to make other, less experienced teachers better. Instead of ideological (i.e. Columbia Teachers College) mindless professional development that has little if any classroom application.

Finally, the lack of strong and classroom-based administrators. Unlike the suburbs where most administrators were once those highly-qualifed, experienced teachers, many New York City administrators have little classroom experience and come out of a business-based "Leadership Program". These administrators were not master teachers and their experience with dealing with the teaching staff is not collaborative.

How does New York City attract teachers to work in their schools? They have job fairs, out-of-state-recruitment, and yes a global recruitment outreach program! I kid you not.
If they ever found life in space they would probably have a intergalactic job fair, that's how desperate the City is to attract teachers. Furthermore, many of the teachers hired by the City are not really certified as the highly-rated teachers are. In New York City (with State approval), many of the newer teachers come from the NYC fellows program, Teach For America, and other alternate certification programs. In my high school (like most) besides having teachers with alternate certification, we have had teachers from Jamaica, Slovokia, Austria, Nigeria, Germany, Hati, and the Phillipines. Most of the foreign teachers left after their two year commitment was finished . In all cases the reason they left was the culture shock of student disrespect and the tepid backing of the administrators. Very few of the alternate certification teachers last in the profession as the teaching job is found to be too tough to handle. By contrast the suburbs pick and choose among the many applications from quality teachers. Why? because the provide competitive salaries, low class sizes, teacher control of the classroom, and enforceable student discipline codes. The very things a highly-rated teacher looks for.

It doesn't take a rocket scientist to figure out that to attract highly qualified, experienced teachers you most make the job professionally satisfying, and less emotionally exhausting. Things the New York City school system has failed to do.

Is Our Union Strong? Let's Compare With The Heavy Construction Union

I can only laugh at how my union, the United Federation of Teachers (UFT), is so feared by the New York City media. If you read the Daily News and New York Post, the New York State legislature cannot go to the bathroom until the UFT gives them the go ahead. However, perception is not reality. In today's Newsday the heavy construction unions settled their two-day strike and received a nearly 6% raise each year for four years. What did they give back? The right to sit on a chair and take a snooze (a la Sopronos) if their heavy equipment is not ready to be used at the construction site.

While I think these unions made a good deal, you don't hear any media outrage on the generous package the contractors gave them. In fact, mayor Bloomberg offered his offices to close the deal. By contrast our union obtained a "shitty contract" that gave us a 15% increase for 54 months or 3.25% per year which is less than the inflation rate! For this little money we gave up three teaching days, ten more minutes each day, the right to grieve, a 90 day unpaid suspension, and unprofessional hall, cafeteria, and bathroom duties. I decided to compare the raises the heavy construction unions received since 1982 to the UFT negotiated raises teachers received during the same period.

In 1982 the heavy construction unions pay was $14.82 and as of before this settled contract it has risen to $82.00 per hour. Therefore, the average yearly raise was a generous 7.5% per year for the last twenty-four years. By contrast the average teacher salary was $29,000 per year in 1982 and has risen to $48,000 in 2006, a 2.0% annual raise! Why are their raises so much higher? Simple they strike while the UFT does not.

Some of the Union flunkies will claim I'm comparing apples & oranges. No, I'm comparing the money! In New York City the city teachers are called the "brightest". However, when it comes to getting the money during negotiations the UFT is outsmarted by a union that the vast majority of its members never went to college, they just strike to get what they want. Who are the "brightest"? It's certainly not the union that represents the New York City Teachers.

Bronx Sixth Graders Pass The Living Environment Regents

In the Wednesday New York Times there was an article on how ten of the twenty-three sixth grade students(23 not 34 in the class?) passed the Living Environment Regents. The school is named Urban Assembly School for Applied Math and Science. One of the many small schools that has popped up throughout the city. Looking at the school's website the only thing I could find is that they have 517 students for grades six through eight. Therefore, I cannot deterimine if this school is like Ms. Fizzle's school where only level 3's and 4's need apply or any other screening is done to weed out the poor academic students. However, this is not about the students it's about the Regents.

The Living Environment Regents has, like all the other introductory Regents, has been dumbed down. Why? Well its because the State of New York believes it is important to have as many students as possible to graduate with a Regents diploma. Since the State can't increase the academic ability of it's students, the next best thing is to dumb down the Regents.

In my school the three best science teachers teach Earth Science, Chemistry, & Physics. They basically get over 50% passing in their respective Regents (the average passing rates are 35% for all the teachers in these subjects). However, the Living Environment teachers (who are not considered top teachers) have achieved a 72% passing rate! The reason for such a high passing rate is simple. The students only need to get 37 points to achieve a Regents grade of 65! Talking about math gone wild! Using a matrix that only the great gods of the State prepared allows students who have no where near mastered science to advance where they hit the brick wall of Earth Science/Chemistry. Is it any wonder that the students are doing poorly on federal tests while improving on the state tests? The reason the states are dumbing down the tests being elementary, middle, or high school.

The bottom line is if you cannot make the students smarter, then dumb down the tests!!!!

School's Over! Or Is It?

At 2:45 pm on June 28th I walked out of my school to enjoy the summer off. Let's see I don't have to report back to my school until August 31st. A whole two months! However, there is this nasty program called summer school and unfortunatly, I am teaching in it. Yes summer school is voluntary but when the cost of living in NYC metro area is 5.1%, the rent controlled apartments went up 4.25%, and the next teacher raise is only 3.15%. I must volunteer if I am to pay my bills and send my children through college.

When do I start summer school? June 29th, yes the day after regular school ended! Not even one day off between the two. For the many of you teachers who have not experienced the joy of summer school teaching. Let's just say it's known as "blood money" as it drains you like no other job in the school system. What is it like teaching summer school? Let me explain by going step by step into the joys of summer school teaching.

First, you get per sesson pay, about $38 per hour which is equal to a 2nd year teacher salary and a pay rate much lower than the average summer school teacher makes during the year.

Second, most summer school classrooms are not air conditioned and you must work in hot & humid classrooms and scream over the noisy industrial fans that DOE provides us with. Some teachers actually have to shut off the fan so they can be heard by the students!

Third, In the high schools you teach three back-to-back 90 minute periods with only a 5 minute break between each class. Need to go to the bathroom? Forget-about-it, you don't have the time plus god forbid an administrator leaves his/her air conditioned office and sees you away from the class. A letter-to-the-file will certainly be issued and you can't even grieve it!

Fourth, classroom supplies are usually not available and even copying paper is scarce. You want to photocopy something? Good luck in finding a working copying machine that teachers can use.
Experienced summer school teachers know to bring their own supplies and hope they last.

Fifth, class size limitations are thrown out the door in summer school. I once had 52 students in one of my classes. They were sitting on the window sills, the floor, and even the lab desk. Hopefully, after they get their July metro card 25% of them won't show up again and the class sizes drop into the low 30s.

Sixth, since the administration is unfamilar with the summer school teachers they will do as little as possible to help you with disruptive students. Further, they get pissed off that they must leave their air conditioned office to listen to your complaint and if they do take the student out of your class that day, you can bet the student will be back tomorrow.

Finally, the last day of summer school is August 18th and that gives you 12 days to have a vacation since all teachers report on August 31st. Yes to all you unbelieving teachers I said Thursday August 31st. Thanks Randi.

Do you really want to teacher summer school? Only if you are really desperate for the money.

New York State Refuses To Increase Charter Schools. Hooray!

The New York State Legislature refused to increase the number of Charter Schools from the existing 100 to 250, as Governer Pataki demanded. Pataki, Mayor Bloomberg of New York City and Joel Klein, Chancellor of th DOE are all strong supporters of the Charter Schools and this is a major victor for the NYC public school system. Why is this important? Well at least 80 of the extra 150 Charter Schools would have been located in New York City, further weakening the NYC public school system. All three politicians would use public school money to fund the Charter Schools and further limit funding for the public schools. In fact, the city's priority is to push for charter/small schools and starve the rest of the public schools. Moreover, the charter/small schools are given space in the public schools adding to overcrowding in the large schools, especially the large high schools.

To the uninformed Charter Schools are schools that take public money but are not subject to DOE regulations and don't need to be unionized. Their only subject to the condition that the school shows that they are meeting State standards in educating the students. If the story ended here how could anybody be against Charter Schools? Well, here is the problem, despite all the advantages the Charter Schools have over the public schools they compete with, they show no improvement academically. How can that be given the advantages the Charter Schools have? Listed below are these advantages given to a Charter School.

First, the Charter Schools have smaller class sizes, the Charter Schools usually have between 15-20 students per class while the public schools have between 28-34 per class. The smaller the classes, the better the students learn.

Second, the Charter Schools, while using a blind lottery to select their students, requires parent interaction and support. Parents who don't follow closely their child's education, don't bother to apply to Charter Schools. In fact many Charter Schools require parent involvement as a condition of their child's acceptance to the schools.

Third, the Charter Schools have much more strict discipline codes. Student misbehavior can and does result in that student being expelled from the Charter School. By contrast the DOE does not even allow public schools to suspend students or send them to another school.

Fourth, almost all Charter Schools have longer days and even Saturday school. Meaning students are in an educational setting for longer periods of time and therefore, increased learning.

Finally, the Charter Schools, like the small schools, don't have to take their fair share of students with special needs or limited English learners. They simply tell parents of these children (assuming many actually apply) that as a new school they don't have the funds, teachers, and equipment to work with these high-maintanence children.

You would think that with all these advantages, the Charter Schools would blow away the Public Schools? However, with some exceptions (KIPPS) this is not the case. Why? It's really simple. Poor Administration and inexperienced teachers who get burned out due to the increased demands on them.

Many of the Charter Schools are run by private organizations who usually try to run the school as a private business. The result? the administration is usually sparce and they quickly find out that the students are not widgets and each child needs some sought of guidance and that the school is not usually prepared to deal with these issues. Worse are the teachers that are hired. Many of them are not certified, most are inexperienced, and some are failed teacher from the public schools. Further, the teachers are overworked, threatened (no union protection), and abused. Teacher quality, to say the least , is very uneven. Furthermore, the teachers find that they must teach many different subjects and for longer periods of time. The result is teacher burnout and teacher turnover. It may be nice that the administration can fire a teacher at their leasure but the dirty little secret is that high quality and experienced teachers are not knocking at the door to be abused in the Charter School environment. Even the successful Charter Schools (KIPPS) have serious teacher retention problems that are only partially handled by large salaries for the additional work. Finally, increased instruction does not always translate into better academics. Here, "the law of diminishing returns" applies as worn-out terachers and bored students cry enough and just go through the motions.

Therefore, it is no surprise that the Charter Schools are in serious trouble. The City of Denver is so disgusted with the charter/small schools that they are thinking of closing them down. All of them! If the public schools had the same advantages of the Charter Schools, the public schools would blow them away. However, even with the advantages the Charter Schools have statistically, they show no improvement academically with the public schools they compete with.

Same Old UFT, Givebacks For The Members & Salary Increases For The Leadership

Last night the UFT Leadership voted itself the same 15% pay raise that the members received. Sounds like this is fair....Except the 15% raise to the UFT leadership came with only one minor giveback. The UFT offices will be open one hour extra once a week. Big deal! What did the members giveback for their 15% raise?

1. 37.5 minute tutoring session four days a week and you can have up to ten students for each
tutoring session. Furthermore, you can have as much as 20 students in a classroom if you
share the classroom with another teacher.

2. The introduction of administrative duties such as hallway, cafeteria, & bathroom duties.
These non-professional duties are an insult to all teachers.

3. The elimination of grievences when given a letter-to-the file.

4. The eliminating of senority transfer rights. The Open Market Transfer System will result in many of the older, more experienced teachers being forced to stay at their own schools as
principals select younger, less experienced teachers for the open teaching positions.

5. The possibility of being suspended without pay based upon a simple student accusation.

6. The giving up of three days (two for classroom instruction) making our year 190 days, the
most ever!

Now you don't need to be a rocket scientist that giving back one hour, one day a week is in no way equal to the major teacher givebacks that our leadership negotiated away.

Will Leo Casey check for Unity bathroom passes at the UFT bathroom? No!!!
Will JColletti make sure that the people using the UFT cafeteria is limited to 45 minutes? No!!
Will Peter Goodmen patrol the hallway to ensure the UFT members are in their offices? No!!
Will Randi and her leadership gang using the extra time to tutor the students? Of course not!!

In fact, except for the extra hour, one day a week, of attendance with undefined duties, the UFT leadership will be getting the same 15% as it's members. Is this fair? Of course not but this is the UFT where they are more concerned in protecting their backroom deals with the DOE (new teacher stipends, large high school discrimination, & special education bias to name a few) than protecting the teacher who pays the dues.

Where is the union that is supposed to represent the teachers and not themselves? It certainly is not the Unity faction that leads the UFT. What about the other factions (ICE, TJC, UTF)? I just don't know but my vote will go to the faction that I believe best represents the classroom teacher,

Small School" Bias "- The DOE Lies & Our Union's Silence

The federal Department of Education is investigating the complaints filed against the New York City DOE by the Citywide Council on High Schools who claimed that the small high schools were not getting their fair share of students with disabilities and limited English skills. Obviously, the federal agency found the complaint valid and has proceeded to remedy the discrimination in enrollment practices. Even at a UFT Chapter Leader meeting the State representative stated that she was concerned about the "bias" in assigning students at the high school level.

What did the federal agency find that warrants the investigation? Well, for starters the feds used statistics that are commonly available, like the the typical large high school has a population that consists of 34% of the students with disabilities or have limited English skills. By contrast the typical small schools are limited to 12% of these students and this figure is even lower for the first three years where the small schools are allowed to further "screen out" these students. Moreover, the "not ready for promotion eigth graders" who are promoted anyway are almost always assigned to the large high schools. Finally the small schools use "skimming" to filter out unruly students and select students with involved parents. Talk about discrimination in enrollment practices. Even if you were to believe (I certaintly don't) the DOE filtered statistics, you would still find that the average large high school will have 24% of it's student population made up of special education and limited English proficiency students compared to 16% for the small schools, an 8% difference!

Incredibly, the DOE denies that they discriminate. City DOE council Michael Best claims that there was "no basis for any inappropriate findings". How could Michael Best say this when the chief executive of the DOE's small schools, Garth Harries stated that "a deliberate policy to exclude otherwise eligible students with disabilities (special education) from the small schools during the first three years of each school's existence". I guess if you tell a lie often enough it becomes the truth according to DOE. By the way, people who heard Mr. Harries speech believe that this exclusionary policy appears to also include the limited English proficiency applicants to the small schools.

Is our union aware of the DOE discrimination? Of course they are! Many commenters have brought up the question why the UFT has not challenged the DOE on the discrimination in enrollment practices between the small & large high schools? Why did it take an outside group to complain to the Federal agency about this exclusion policy? The UFT response? Deafening silence! It's as if the union secretly buys into the DOE discrimination. How else is one to think?

It is a pity when our uncaring union collaborates with a lying DOE to screw the teachers and the students of the large high schools in the City.

The TRS 403b (TDA) Plan Revisited

In my previous column I commented on how limited, inflexible, and uncompetitive the New York City Teachers' Annuity Plan is when compared to the New York City's 457b/401k plans. Many of the people who read that article asked me if they can start contributing to the City plans without contributing to the TDA? The answer is yes. In fact you don't have to invest a dime into the TRS TDA and uses the City plans until you max out your contribution. Interestingly, if you ask the UFT they advise you to use the City's 457b/401k plans only after you max out in the TRS 403b plan. If you are an ultra-cautious invester and selected the fixed option (8.25%) for 100% of your investment, that is good advice. However, many teachers invest into the inferior variable options and the union is more concerned with keeping teachers clueless about the TDA shortcomings than the better deal the teachers can get using the City plans.

Further, the UFT acts like they have no control over the Trustees of the fund. What a load of crap! The UFT directly elects three of the seven Board members. Moreover, any decision made by the Board Of Trustees must include one of the UFT elected menbers. Therefore, the UFT has veto power over any changes the TRS wants to do. In addition, if the UFT really wants to improve the TRS TDA they only need to propose it. All seven trustees are beholden to the UFT since the four other Trustees are appointed only after being informally approved by the UFT. Since all the Trustees serve three-year terms, any of the Trustees that disappoints the union can find themselves out of the Trustee business.

Finally, I hear rumors that the variable options will be enhanced (whatever that means). How?, when?, does it compare to the City plans? I hope it is true? However, in my case it is "seeing is believing"!

A Classroom Teacher's Report Card Of The DOE

I was very amused by the June 1, 2006 letter from Chancellor Klein to the parents about the new school report card. The report card will include the school's attendance, safety, and student improvement (?), whatever that means. To compare screened schools with overcrowded large high schools is like comparing apples and oranges and the only thing they have in common are that they are fruit.

What I found really amusing is that Chancellor Klein stated that he developed this report card after asking parents, students, and teachers. Funny, I don't know of any parent, student, or classroom teacher who had any input into the plan. i would like these people to please identify themselves, if you really exist.

What I found chilling was that "experienced educators" (Tweed & their Regional flunkies) will observe the classrooms, talk to the students (yeah right) staff (principal and assistant principals, I'm quite sure thay will not be talking to the classroom teachers) and develop a "Battle Plan" (I can't wait to see this) for each student (ha, ha, ha). I just hope that the joke is not on us.

I figured it was time as an "experienced classroom teacher" to give the DOE a report card grade.

DOE's Understanding Of the High School Classroom

Calandar Year September 2005 - June 2006

********Activity************************************ Issue ************(Grade)

Teacher input into classroom policies*************** Does not understand******* (F)

Class size reductions****************************** Does not understand*******(F)

Knowledge of classroom conditions****************** Does not understand******* (F)

Student discipline problems************************ Does not understand********(F)

School overcrowding*******************************Does not understand********(F)

Promoting 8th graders without proper skills***********Does not understand********(F)

Respect for teachers******************************** Does not understand*******(F)


Based upon my report card the DOE has shown to be unaccountable and a failure when it comes to my classroom. The final grade? " F"

Our TDA (403b) Plan & It's Many Faults

In my decade of employment as a teacher I have been a willing participant in the New York City Teachers Retirement System and its 403b plan. Hereafter known as the Teachers Defined Annuity Plan or TDA. First, let me make this clear, I am not criticizing the pension, which is quite good but the TDA which, to be kind, is found to be inflexible, limited, and costly, relative to the New York City's 457b/401k plans. I believe it is time to enlighten the New York City teachers on why the TDA needs to be upgraded and improved.

Selection Limitations:

The TDA is limited to three selections. Fixed, Variable "A" (stocks), and Variable "B" (bonds). By contrast the city plans have five investment funds and nine life cycle funds. The city plans allow for more diversity in investment selections and allows the participant to be aggressive, cautious, or safe and increases the chances of a large payoff at the time of retirement.

Administrative Fees:

You would think that the TDA would have low administrative fees to manage such an old and large fund. However, believe it or not it cost each TDA participant $18 per $10,000 invested in administrative overhead for the Variable options. By contrast in cost $6 per $10,000 invested in the city plans. In other words the TDA charges three times more in administrative fees than the city plans!

Limited Transfer of Funds

The TDA does not allow more than 1/12 of the investors total Variable "A" to be transferred monthly. In other words to get out of Variable A (stocks), it would take one calander year to completely leave stocks. Not good when the stock market is going down. In fact this is down right criminal! To my knowledge, no other 403b plan limits such transfers as the TRS TDA does.

Fund Performance

The only true attractive fund is the Fixed Option. Over the last ten years the Fixed Option has returned an eye popping 8.25% and is never to fall below 7% which is backed by the State. A very good option for the very cautious investor.

The Variable "A" option is basically composed of common stocks and has had a mediocore return of 9% for the last 10 years. Many similar funds averaged 10-12% in the same time period. While the Variable "A" option is not bad, it's certainly not good. Of course, try taking your money out of Variable "A", it takes a year!

The real turkey is the Variable "B" option that is composed of bonds and other fixed-income instruments. Over the last ten years it has returned less than 5% while similar bond funds averaged 6-7%. The Variable "B" fund is a poor performer. In fact a lawsuit has been brought by investors on the poor performance of the Variable "B" option.

Financial Planner Joel L. Frank who writes for the civil service newspaper, The Chief, has stated that it would be best to terminate the TRS TDA and replace it with a more competitive & flexibile plan. I agree and request that the UFT demand significant changes to the TDA or opt out to a more competitive and flexible plan.

The Next Contract ? Read This!

Already there is talk about the next contract and the failure of the negotiation committee to have a no giveback position. While I'm not holding my breath on dynamic, classroom teacher centered negotiations, I do believe that the parameters of the next contract pattern is starting to crystalize. Unfortunatly, it will include givebacks for a raise that won't equal inflation.

What am I talking about? Buried in last week's The Chief, the civil service newspaper, in the for the record section was the City's preliminary proposal to DC 37. It included a 3.15% raise for 2007 (same as ours) and two 2% raises for 2008 & 2009. What' are the givebacks? How about paying for health insurance (TWU) and a 6% contribution for new employees to the pension plan (Tier V). While both need outside approval (health -Municipal Labor Council and pension - State legislature) it is the basis of the next "pattern".

The UFT may say loud and clear that they will not agree to any City proposals for more time and a sixth teaching period, it is interesting that they are very quiet about other givebacks like paying for health and a new pension tier for new employees. Further, it is interesting that the UFT are not talking about takebacks. First, the contract negotiations must include getting back the days before Labor Day. The giving up of these days was a travisty and must be eliminated in the next contract. My previous articles have talked about the other takebacks and needs not be repeated here.

Finally, it is very important that the next leader of the UFT represent the classroom teacher and not the lawyer elite. While I'm interested that a candidate is coming forward to contest for the UFT presidency. I need to be convinced that this candidate is not an idologue and is a true champion of the classroom teacher.

Education On The Cheap - You Get What You Pay For

If it wasn't so sad I would laugh how Mayor Mike Bloomberg keeps calling himself "the education mayor". Mayor Bloomberg, like the mayors before him, have shortchanged the NYC public schools of badly need funds and failed to retain teachers due to salary and classroom conditions. Who suffers the most? You guessed it, the student! Bloomberg has put in charge of the Department Of Education (DOE) non educators who are clueless on what goes on in a school, never mind the classroom. These non-educators are lead by the anti-teacher chancellor, Joel Klein who believes good teaching is done by micromanaging the classroom. Let's look at what's needed for a successful classroom and see how Mayor Bloomberg & Chancellor Kein have addressed these issues.

Class Size:

Every study has shown that the lower the class sizes, the better the students do on high-stakes testing. You don't have to be a rocket scientist to realize that a smaller class size comes with it less noise, more interaction with the teacher, and a better understanding between student and teacher. Despite an overwellming majority of New York City residents who want lower class sizes, Mayor Bloomberg refused to lower class sizes. When the City Council added money to lower class sizes in the early grades, Mayor Bloomberg & Chancellor Klein instead used the money for non-classroom uses. Furthermore, Mayor Bloomberg has gone to court to fight a charter proposal for lower class sizes supported by administrators, teachers, and parents.

Unenforced Student Discipline Codes:

Student discipline codes are so vague that many administrators try to convience the teacher to withdraw their complaints. Further, school principals try to minimize student actions so that they don't have to report the incidents to the DOE. The combination of both issues empower the student and makes classroom management an issue even for the experienced teacher.

Classroom Infrastructure:

Many schools are in terrible shape, with rats, mice, and roaches. Air conditioning? Yeah right!
how could any mayor who claims he cares about the students allow summer school in stifling hot classrooms? Many schools still have the old chalkboards with cracks and holes in them. Technology? You must be kidding. My school was wired for wireless, the problem there are no computers to put into the classroom! The student desks in some schools are 40 years old and are in terrible shape. It is a wonder that the children learn as well as they do with the poor classroom environment their subject to.

Classroom Supplies:

All teachers in the New York City public schools suffer from inadequate supplies. Lack of a working photocopying machine, paper, chalk, testing materials, and other classroom needs are sorely lacking in the NYC classroom.

Classroom Micromanagement:

DOE has imposed a "one-size-fit-all" approach to classroom teaching rather then letting teachers teach how they see fit. Only the classroom teacher understands his/her students. However, DOE and Columbia's Teacher College believe their cookie cutter approach is the flavor of the day and has been imposed on many of the schools in the city.

Teacher Disrespect:

Never has teacher disrespect been greater than under the Bloomberg/Klein administration. The micromanagement of the classroom, the imposing of non-professional duties, and their gotcha mentality when teachers are at odds with the administration. Teachers are rarely, if ever consulted on classroom issues and their voices are ignored when problems arise. Further, teachers are no longer allowed to grieve letters to their file and are subject to 90-day unpaid suspension based upon student accusations.

Teacher Salary:

The city has been using a policy of "pattern bargaining" which they select the weakest union and work out a contract. This contract is the "pattern" and is the framwork of all other union contracts. Therefore, city workers are falling behind others in wages. The result is that city teachers average between 15-35% below the surrounding suburbs. In other words the city teachers must fund their own raises by giving up time, days, duties, protections, or a combination of all.

The Result:

A school system that is struggling with low teacher morale and a teacher retention problem. Boring and overcrowded classes and poor student discipline codes can only result in a school system that is doomed to failure and unable to fulfill its mandate to educate all students.

As long as the Mayor of New York City follows the principles of "education on the cheap" improvements in student performance will not improve above the present levels.

My thanks to nyc educator for the comment "education on the cheap".

It's Time For Takebacks In the Next Contract

Last week New York City and the Police Union started contract negotiations and this appears to be the time for the United Federation of Teachers (UFT) to start formalizing their own contract position. Yes, we have a 350 member negotiating committee. However, when the actual negotiations with the City & DOE start, it will be led by the same old people who have little interest in what is important to the classroom teacher. Therefore, it is time to put my union on notice that as a classroom teacher, this is what I expect of them.


No Givebacks

There will be no givebacks, none whatsoever! This is a non-negotiable issue and even if we are to be without a contract for years, so be it. Any union official who accepts talk of a giveback should be fired, or at least suspended for 90 days without pay for union misconduct. I would only be too happy to be on that board.


No PERB

We should have learned our lesson by now. PERB does not take into account the unique differences between unions. Therefore, pattern bargining is used as the basis for any contract. No accepting the pattern and no PERB!


Salary Parity

The next contract should include the provision that the NYC teacher salary, from top to bottom, reflect the Metropolitan Area teacher salary. In particular, the adjoining counties of Nassau & Westchester. This cannot be done? They did this in Yonkers in the 90's because of teacher retention problems and Yonkers was in worse financial shape than NYC.


Salary Adjustments

Make the salary steps more fair for the 5 to 10 year teacher. The lack of a step increase for this group is a significant factor in teacher retention.


City/DOE Match In The TDA

The UFT should demand a minimum of a 3% employer match for teacher contributions in the 403b plan. This is a reasonable demand as many large employers provide matching funds to encourage employee participation.


School Year Limits

The UFT must demand a limit of 183 days as do many school districts have. Our union must stop buying into the City's position that the schools are a baby sitting service. I'm sick and tired of hearing our Union leaders whine how they have no control of the schedule. Bullshit! Having a 183 day school year limit solves that problem.


Takebacks

This is the area that we most fight to the death if necessary. It is time that the Union demand the following takebacks:

1. Eliminate the two days before Labor Day. This was a sellout by our leadership and should be eliminated in the next and all future contracts.

2. The right to grieve. This giveback by the Union was wrongheaded and needs to be reversed.

3. The elimination of the 90-day unpaid suspension for non-felony charges and legal action as well as the removal of students who make false accusations.

4. Teacher control of their classroom. No more micromanagement.

5. Rollback the the 37.5 minutes into teacher-directed activities. Be it tutoring, clubs, professional development, consuling, etc.

6. Eliminate cafeteria, hallway, and bathroom duties in the 6R. No teacher should be subject to these insulting, non-professional tasks.


Additional Items

An increase in coaching hours and per session pay. The per session pay should equal the pay of the mid-salary teacher, not the beginning teacher.

Enforceable student discipline codes with penalties when administrators don't take action.

A narrowing of the Corporal Punishment laws by eliminating the statement "and any other action as determined by the administratior".

The Department Of Education's Student Discipline Code - What A Joke!

A major reason that schools are struggling with student discipline is the Department of Education's (DOE) unwillingness to hold students accountable for their actions. Before Tweed came about the old Board of Education would transfer problem students from their home school and admiring friends to a school where the student would travel long distances and have no friends to help cause trouble. In turn, that school would send their problem students to the first school. This involuntary transfer system, while not perfect, had the desired effect by isolating the troubling student and removing from the school the worst discipline problems. This consequence was not lost on many students and after the removal of these problem students, the school would settle down into a more academic environment.

However, the Tweed DOE does not allow for involuntary transfers anymore. A problem student can rape, rob, assualt, threaten, and commit all sorts of crimes. Once that student has completed their suspension/sentence, they go right back to their school and hookup with their friends to reap more havoic upon the student population. Incredible you say. Well believe it. Under the Tweed DOE the rights of the one is more important than the rights of the many. Is it any wonder that the New York Public School System suffers from academic problems? It's tough for even the best teachers to maintain classroom control and an academic environment when these students reappear from prison and threatens both the students and the teacher.

Another problem is student violations of the student discipline code that does not have a consequence to the student's continued disregard of the regulations. Here is a typical example from my school.

My school has a three strikes and your out policy. On the third strike the student gets a week of after-school detention (ASD) which all students hate. Sounds good? Well, here is the problem. What if the student does not want to attend the ASD? Well in my school nothing and the street-wise delinquents know it. The DOE has told school administrators that they cannot add ASD to students who refuse to go to ASD in the first place. Instead they want the schools to offer more consuling and understanding of these poor souls. Remember, under their oversight no child is bad, only misunderstood. Of course they don't have to deal with them.

Further, the DOE emphasizes attendance over school safety. It's more important to get the delinquents in school then to provide a safe, academic environment to the rest of the student body. So what that the school's resources are eaten up by increasing school safety officers, deans, and hallway aides that could be used in the classroom. The DOE does not care. No , their prority is to improve attendance and get as much money from the State as possible. Academics? Don't bother the DOE with that, that's the classroom teacher's responsibility. A case in point. In the high schools the students must report to school for the morning of June 14th even though the afternoon Regents are that day. Will there be any classroom teaching? Of course not and the DOE knows that. They just want to squeeze money from the State. This shows all to well the DOE priority, attendance!

As a classroom teacher the worst enemy of good academic performance is not the right-wing voucher supporters or the left-wing political correctness crowd, its the Tweed DOE who stifles a true learning environment by placing problem students back into their old schools and pushing attendance over school safety.

Cellphones In Schools - My Opinion

The most heated arguments in the New York City Schools is whether the students should be allowed to have cellphones in the school. School authorities have banned cellphones because of its abuse by students. Cellphones have been used to cheat on tests, take pictures of girls undressing in the locker room, drug transactions, organizing gang fights, and distrupting classroom learning. Moreover, there has been a rise in school crime due to the thefts of ipods and cellphones. However, most parents think its a terrible idea for New York City to ban cellphones in schools. Since 9/11 parents claim that they are very concerned that their children are safe. Too bad that concern doesn't extend to open school night when the parents fail to show up or when you contact them about their child's academics or behaviour. Despite my skepticism of parents they are right, students should have the right to cellphones in school. However, they should be hidden and off/vibrate. Many students need to contact parents after school or during after school activites. it's also a real piece of mind for parents knowing where their child is.


What should be the consequences be for a cellphone going off or being used in school?

First, automatic confiscation of the cellphone and a parent retrival. parents hate to go to school to pick up cellphones in my school. I'm sure its the same everywhere.

Second, follow the first procedure and add a 3-5 day after school detention penalty. Any student who does not show up to after school detetion is given two extra days of after school detention for every day missed. Historically, students hate after school detention and will do anything to avoid it.

Third, add a two week suspension and loss of team or club privilages for the season. Of course after they finished completing procedure two again.

Finally, if the student continues to flaunt the cellphone rules, the student is given a long-term suspension (home instruction) and an involuntary transfer to another school if possible.


Sounds simple, its not. In New York City the Department Of Education tends to ignore or not enforce student discipline codes. Therefore, administrators and school safety officials are reluclent to take away cellphones. Consequently, teachers are left to try to enforce the rules without school support. The result, many teachers just give up and hope the cellphones don't cause too much disruption in the classroom. In my opinion the cellphone ban must stay in place unless and until the school student disciplines codes are enforced.

The Abuse Of The Classroom Teacher & My Union's Poor Priorities

At this week's delegate meeting you would expect that the big issues would be teacher retention, classroom conditions, and improvements in teacher benefits, and salary in the upcoming negotiations. However, my union leaders of the UFT seems to have their priorities in a different direction. What are these priorities? The war in Iraq, Darfur, and same-sex marriage. While I may support two of the three issues the UFT supports, I question why am I paying $83.34 monthly in union dues for issues unrelated to classroom teaching?

In the New York City schools there is a culture of disrespect of the classroom teacher that is encouraged by the New York City Department of Education (DOE) and their pet anti-education newspapers, the New York Post, The Daily News, and the New York Sun. This culture of disrespect is very obvious as the DOE will get the three newspapers to publish headline articles about teacher misconduct while allowing the DOE to hide similiar misconduct by DOE educrats and administrators. When they do appear in the newspapers its usually well after the DOE employee has resigned or retired and is associated with a small article well inside the paper.

The DOE "rubber rooms", where teachers accused of misconduct are bursting at the seams as even the smallest infraction of the vague rules can get a teacher removed from the school. Further, any questioning of an administrator's action could get you a discipline Letter-To-a-File (LIF) that cannot be grieved. The DOE, increasingly lead by lawyers & business people who have little knowledge of schools and the classroom will mandate edicts that make no sense and when knowledgeable people question the DOE actions they are dismissed as malcontents or ignored. With the DOE abuse of the classroom teacher you would think our so-called powerful union would be on the front lines and counter the DOE attack of our schools? However, we are talking about the UFT whose leaders haven't been in the classroom in decades and have obviously forgot how it was there. Unfortunantly, for the classroom teacher our union is more interested in world events then school issues.

What should our union priorities be? Here is what I and many other classroom teachers think.

First, Let teachers teach as they see fit for the best academic results for their students. Eliminate the "one size fits all" approach that has strangled innovative teaching and make student learning boring.

Second, eliminate the mindless micromanagement of the classroom and curriculum. If the classroom teacher has to worry about the rugs, the bulliten board, and test preparation, where is the time for student learning?

Third, enforce student discipline codes. In many schools enforcing discipline codes can get the principal a visit from the DOE on why can't you control your school? The result is that the administrators are reluctlent to try to suspend students for non-criminal actions. Therefore, the classroom teacher feels that the school has no consequences for student misbehavior.

Fourth, ensure that "not ready to be promoted" eigth graders" be directed to alternate high schools where they can get the extra academic help they need rather than dumping them in the large comprehensive high schools where they are doomed to failure.

Fifth, stop the mindless persuit of small and or charter schools at the expense of the larger public schools. At the high school level the small schools are allowed to "screen the 8th graders". to ensure that they get the smallest percentage of the weakest students and no obvious discipline problems. This unequal selection process causes the large comprehensive high schools to compare unfavorably to the other schools and results in poor grades for those schools.

Sixth, ensure that all schools are air conditioned, especially if they are used for summer schools. The union's silence on using hot classrooms for summer programs is puzzling.

There are others, but suffice to say my union's priorities should be on the six issues I have listed above. World issues are important, as are social issues. However, until the UFT solves the problems in the classroom they should be using the dues money to improve the teaching conditions not non-education issues.

New York City & Teachers Union Agree On a Bonus & Housing Subsides For New Teachers To the System What A Deal, Or Is It?

The New York City Department Of Education (DOE), with the approval of the United Federation of Teachers (UFT) have started a 1.5 million dollar program that will pay a $5,000 bonus and up to $400 a month rent subsidy for up to two years for math, science, & special education teachers who join the New York City school system. That is $14,600 to join the "smartest" (the DOE logo for NYC teachers). What a wonderful deal you think? I think not. First, you are placed in the "worst schools" and are committed to teach for a minimum of three years. Second, you will find that the average studio apartment in bad neighbourhoods in NYC is $1,000+ monthly and in the more desirable neighborhoods $2,000+! Third, be prepared to sleep on a friend's couch or on the streets and don't get sick because it can take up to six months to be put on the payroll. Finally, if you quit before the three years are up (and many do), be prepared to reinburse the City of New York for the bonus and housing subsidies. The program doesn't sound as good as you thought huh?

How about the classroom conditions you will encounter in the "worst schools" you will be assigned to? You will be given the most wonderful students. The ones who test well below average academically, who are disruptive, and disrespectful to adults, including teachers, and yes you! How about school discipline you say? Well the DOE does not enforce student discipline, you might hurt their self esteem. However, the DOE will go overboard and charge you with discipline infractions in a moment. You told her she looks nice in that outfit (sexual harrassment/proposition). You told him that was a stupid thing to do when he sent a spitball that just missed your eye (corporal punishment) and you just earned a 90-day unpaid suspension at the "rubber room". Better yet, being untenuried they will most certainly fire you and demand payment of the bonus and housing subsides.

Still interested? Good! how about parent involvement. Maybe they can help you? At the middle school and most certainly at the high school level the parent (if there is one) has long ago given up on the child. It's like spitting into the wind. It will only get you slimed.

How about those wonderful administrators. Won't they help you? Duh, the reason these schools are the "worst" is because they are the dumping ground for bad administrators. They were bad teachers who couldn't or wouldn't deal with the classroom and please don't ask them to help you in the classroom. They can't stand being in the classroom that is why they are administrators!
Maybe if your real lucky you will get one of the DOE Leadership Academy principals. You know the ones with little if any classroom experience, poor interpersonal skills, and clueless of how a school operates. Why are you lucky? Well when the LIS is scheduled to visit the Leadership Acadamy principal is allowed to pay you $37.96 an hour for up to 4 hours to fix up your classroom! What a bonanza!


You still want the job? Congratulations, you will get the maximum amount of students the contract allows (34 for general education classes). You will be required to buy many of your own classroom supplies. Photocopying? Go to Staples or Kinkos for photocopying on your own dime. Air conditioning? You will be lucky to have heat in the winter. Your own classroom? Fat chance, expect to have three or even four different rooms and don't dare be late to class otherwise, a reprimand with a Letter-To-The-File (LIF) that will land in your personnel file for Life. Finally, don't bother to shine by being innovative. You will be micromanaged, told what to teach, how to teach it, and when to teach it. You talked one minute over the time for talking? Your LIS will gently pull you aside and let you know to follow the script "AND DON'T DO IT AGAIN OR ELSE ANOTHER LIF FOR LIFE! Further, make sure your student work is hung up, no matter how bad it is. You don't want to hurt their self esteem do you? Finally, I'm sure you can't wait to pitch in and do cafeteria duty (ducking food thrown at you) or potty patrol (hanging out at the bathroom). What a wonderful job for an adult with a Masters degree!

You changed your mind? Your going to the suburbs where there are 22 students to a classroom, adequate supplies, fair and enforced student discipline codes, your own parking space, good administrators, involved parents, and for more money? I don't understand why your giving up all the advantages the City of New York is offering you? Don't worry, I'm sure their will be some unlucky loser who will take the NYC offer only to leave because of how the DOE treats its teachers.

Good luck and I wish you well.

Marriage & Men Why It Is Important For Our Society

Many people seem to downplay the social unraveling of our society. Some cry racism. Others yell it's the seperation of the classes. While, our politicians decry issues based upon being a Republican versus being a Democrat. However, all seem to tiptoe around the major problem with our society; The avoidance of men to marry. This problem is especially true in the black community. An article in Ebony magazine stated that only 41% of black men married (The rest of the nation it is 62%). Interestingly during Martin Luther King's Civil Rights campaign in the 1960's, the number was 70%! (The numbers for the rest of the population was 90% ). Therefore, there has been a 42% reduction in married men as a percentage of the population. While the decrease is most obvious in the black community, this problem cuts across all racial and social lines. Why is this a societal problem?

First, studies have shown married men are less violent.

Second, married men tend to be more responsible and share responsibilities with the female in child rearing. The acceptance of responsibility by the male encourages them to make decisions that are best for the family.

Third, married men add income to the family unit by having a job and freeing the female to join the work force. This will increase the income of the family unit and resist temptation to engage in illegal behavior.

Fourth, married men are less likely to end up in jail. Interestingly, married women are rarely subject to jail as most of the female prisoners are unmarried.

Fifth, and I believe most importantly that married men are role models to their children. It is no accident that 90% of the men and 67% of the women in jail come from single parent (mother) households. You can spin this statistic any way you like but the lack of a father as a role model is a major contributor to criminal behavior.

Another element is the high school dropout rate. The average female dropout makes $13,288 annualy, less than the poverty rate. While the male dropout does slightly better $16,345 . (The poverty rate is $14,000 per year). Children growing up in these households are in grave danger of dropping out themselves. According to Time magazine children of parents that dropout are six times more likely to dropout themselves. The risk is probably higher if it is a single parent household.

Bill Cosby, in his speech in New Orleans in March of 2006, made it clear that the community needs to straighten out their morale compass before complaining about government inaction in the wake of Katrina. He cited the large numbers of 12 & 13 year old girls inpregnated by young men, males who refuse to lay down family roots by marrying the mother and supporting their children, the community acceptance of the large percentage of students who drop out of middle and high schools with no consequences , and the acceptance of "rap music" that glorifies violence, criminality, and disrespect of females. He also stated that the family unit must be brought together if we are to make progress in our society. He meant men coming back to marriage. While he was mainly talking to the black community, he could have been speaking of society in general.

While race and income are factors in the falling percentage of married men. It is more a societal issue. It was not accepted behavior for women to have children out of wedlock and men were pressured (rightly or wrongly) to do the right thing and marry the mother of the child. Now, in many communities, the married women is a minority and an unmarried women with children are not only accepted but are a majority! While welfare programs were the initial cause of this change in society, under the Clinton Administration and State changes, welfare no longer encourages behaviors like teenagers being rewarded for having kids by giving them their own apartment and welfare and going after the father who can pay for the child's support. However, it appears the damage to society was already done by decades of easy welfare benefits.

The leaders of our nation must get together and encourage men to buy into marriage and discourage the irresponsible behavior that seems to be prevalent in many communities. How can this be done? Penalties for dropping out of school, increase in vocational education, parenting classes, tax breaks for married couples, stricter rules and penalties on child payments, and other incentives that encourages marriage. I'm sure there are many more ideas and they should be fully explored and implemented if they work.

Schools Are To Be Graded - A Tale Of Two Schools

The New York City Department of Education (DOE) has decided to grade the public schools based upon testing, attendance, school safety, and even parental involvement. Sounds good right! How can anybody be against a school report card? Well welcome to Chancellor Klein's world of education where he and his non-educators are pushing charter schools, failing that, the next best thing is small schools. The step child in Klein's world is the large comprehensive high schools, steeped in tradition and fame. This story is about two high schools. One a large comprehensive high school the other a small high school with a theme for social justice.

The large comprehensive school, lets call it Pierce high school, has been overcrowded for the past three years as other large schools have closed and the students not selected to the newly-created small schools are dumped into the school. By contrast the small high school , the school of Social Justice, has "screened their students" and does not suffer from overcrowding. Let's get to the statistics.

Attendance:

Pierce high school has a 80% attendance rate while the school for Social Justice had a 93% attendance rate. However, if you dig into the statistics the incoming 8th graders going into the school of Social Justice had a 94% attendance rate compared to a 81% attendance rate for Pierce high school. In reality, the school attendance rates reflect the attendance rate of the middle school students entering the two schools.

Weak Students:

The weakest students in the New York City school system are level 1 students. These are students that test well-below accepted standards. The school for Social Justice has only 10% of the incoming class as level 1 students while Pierce high school was required to accept 35% of the incoming freshmen as level 1 students. Further, of the level 1 students the school of Social Justice took in they made sure that there were no disciplinary problems among them. By contrast Pierce high school had no such discrestion.

Special Needs Children:

On a percentage basis Pierce high school admitted three times as many special needs children than the school of Social Justice. Historically, special needs students don't do as well as other students. These special needs chiildren range from disciplinary problems, slow learners, limited english language students, and emotionally reactive students.

Class Sizes:

The average class size at Pierce high school is 32 students per classroom. At the school of Social Justice the average is 20 students per class. All studies show that when it comes to education; class size matters!

Social Promotion:

Despite DOE denials eigth graders that are labled "promotion in doubt" are promoted anyway and end up in the large comprehensive high schools where that are doomed to failure as they are unready to do high school academics. The small schools like the school of Social Justice rarely, if ever, admit these students.

School Safety:

You don't need to be a rocket scientist to realize that the more overcrowded the school, the more incidents of bumping and shoving there will be. Unfortunantly, some of the pushing and shoving breaks into fights. The result, a safety report is issued. Large overcrowded high schools will always have more safety incidents than a small school. At Pierce high school not only is it a day school but a regional night school as well. Further, the regional Truency Center is located at the school. According to the DOE all incidents that happen during night school or in the Truency program is assigned to Pierce high school. Not fair you say? Who says it needs to be fair? This is how DOE works.

The report card? Can Pierce high school really compete with the school of Social Justice? I can only bring up the statement the late Rodney Dangerfield said " Its like a one legged man in an ass kicking contest". The answer is no.

Boys And Pencils

In my decade-long teaching career there has been one recurring theme. That is approximately 25% of the boys in my classes do not bring pencils for their scantron-based science test. What is that about boys and pencils? Well, being a scientist I did a limited study, based upon the 125 students I have in the classroom (62 girls, 63 boys). The results were as follows:

Boys don't bring pencils because it's not cool to carry a pencil!

Girls carry pencils because it's important to be prepared.

Secondary issues were:

Boys just plain forget to bring one or claim they lost it.

Girls almost always have a pocketbook with them and having a pencil in it is no big deal. In fact, many girls carry two pencils with them and usually give one to the boy. No, I didn't question the girls with two pencils why they carry two. Maybe that will be my next study.

How can you correct the boy/pencil problem? I came up with a novel way of handling this issue. First, you need to understand the mind of a male high school student. They want to impress the girls! No male high schooler wants to be called irresponsible or immature in front of the girls, especially by teachers that are respected by the students. Second, you need them to understand that responsible behavior is rewarded with good grades and respect from others. That means having individual meeting with them and letting them know that high school girls are always looking for the boys that shows promise as an adult (not always true, but most of the boys believe that anyway) and that colleges are always looking for the good student. Finally, all boys want respect from their peers and the adults they interact with. Even the more obnoxious boys crave respect. The ultimate form of respect for a teenage boy is being told he is maturing into a man.

My solution? Is to equate the pencil with manhood. I simply tell my students that the boys who have pencils are real men, responsible, and respected. The boys who don't bring pencils? I tell them that their still boys and not mature enough to be considered a man and have the responsibilities of middle schoolers. This illicits laughter by the girls in the classroom and yes, embarasses the boys. The next test and every test after, all the boys magically have pencils. Is this corporal punishment? Noooooooo! It is an effective teaching technique that is not racist, religious, cultural, or biased in any way. It is based upon personal responsibility and the tools that all students must have in a school setting. Than again, its a rare female that fails to have a pencil with her.

Seventeen and No Credits

The New York City Department Of Education's (DOE) policy on teenagers who are seventeen and are classified as a freshmen creditwize is a danger for all high school students who want to learn. The DOE has stated that the New York City high schools cannot remove a student from a school due to academic non-performance until their eighteenth birthday. Therefore, the student(?) is allowed to disrupt classrooms, disrespect staff, and walk the halls without any consequences. In fact, under DOE rules trying to suspend a student for academic non-performance or minor behavioral infractions is almost impossible. As the DOE educrats sit in their ivory walled Tweed offices and dictate policy that have no basis in reality, the schools must deal with this very real threat to learning.

Ask any school Dean and they will tell you that many of the problems in the high schools can be traced to the older students with little or no credits. In the past, the city had special schools for these children and others were sent to a different school, usually across the borough so that they couldn't hang with their posse. However, the DOE has limited alternative schools and eliminated transfers to other schools. The result? These students are free to prey on the student population of their home school.

Many of these students are academic non-performers and in the past would have gone into vocational schools. However, under the misguided philosiphy that all children are academic learners these students are frustrated and cannot compete with the other students so they disrupt the school. Some of the worst end up committing crimes and are sent to jail, only to return to the home school on their release.

Finally, the child advocates run roughshot over the school system by threatening to sue the city if they try to remove dangerous students from the school setting. These child advocates have even been known to threaten schools with lawsuits that try to enforce afterschool detention programs. In other words there may be no consequences for the actions of these students.

If we are to take back our high schools the first thing that most be done is to remove the older students who are operating with freshmen credits and send them to a work or vocational program. This would be a win-win situation with the student finally getting focus and a career and the school proceeding with their mission of graduating as many students as possible while providing a safe learning environment