Tag Archive | "New York State United Teachers"

New York State Budget’s Education Reforms Draw Criticism

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Just before graduation, Jessica Warne takes one last walk down the hallway at Pierson High School in Sag Harbor. Photo by Michael Heller.

Just before graduation, Jessica Warne takes one last walk down the hallway at Pierson High School in Sag Harbor. Photo by Michael Heller.

By Tessa Raebeck

New York’s school districts have watched Albany intently since January, when Governor Andrew Cuomo promised a $1.1 billion increase in education aid on the condition that the Republican-controlled State Senate and Democratic-led State Assembly agree to his series of education reforms.

Those reforms, called a “disgrace” by the state’s teachers’ unions and denied by a growing movement of parents who are “opting out” of state tests, include linking teacher evaluations more closely with student test scores, making it harder for teachers to be hired and easier for them to be fired, and allowing state takeovers of schools whose students perform poorly on tests.

Democrats in the Assembly, members of the governor’s own party, voiced their strong opposition to the reforms as they voted on the budget on Tuesday, March 31, but conceded that passing the budget and avoiding a government shutdown was of greater priority than preventing the education overhaul. An aide  to Senator Kenneth P. LaValle confirmed Tuesday afternoon that the budget’s final language was still being worked on before the formal adoption. By Wednesday, some concessions had been made, but not enough to quiet the worries of educators across the state and the growing opposition of parents and their children.

Although legislators, educators and teachers unions opposed the bulk of the reforms, the primary standout is teachers’ evaluations, which will be taken further out of the hands of the schools themselves. The governor wanted half of a teacher’s evaluation to be based on student performance on state tests, which educators and parents alike have decried, saying the system would put even more emphasis on “teaching to the test” and less on creative, engaging learning.

Administrators and school board members in Sag Harbor, East Hampton, Southampton and Bridgehampton have publicly spoken out against the governor’s reforms.

“It is ridiculous,” said Chris Tice, vice president of the Sag Harbor School Board, at a meeting last month. “It just puts more pressure on that single test being the only measure of effectiveness…it’s very unhealthy—this increased anxiety-ridden testing environment that the governor’s creating and ratcheting up.”

The new budget removes teachers evaluation planning from the legislative process and places the power of determining the weight of the various components, primarily test scores and observations, into the hands of the State Education Department, which will have to come up with a plan by June. The department gained notoriety last year for its haphazard rollout of the Common Core standards  when it administered tests to students before providing teachers and parents with basic materials like lesson plans and textbooks.

Under the new evaluation system approved Tuesday, teachers will continue to be judged on the current scale as “ineffective,” “developing,” “effective,” or “highly effective.” Those who teach math and English to third through eighth graders will be judged on their students’ performance on state tests in those subjects and high school teachers will be judged on the Regents exams. Educators whose courses don’t end in state exams, such as art or kindergarten teachers, will be evaluated based on “student learning objectives” determined by the state.

Observations conducted by a principal or administrator within the school and an “independent” observer from a different school will also play a role in a teacher’s grade. Lesson plans, student portfolios, and student and parent feedback surveys may no longer be considered in determining whether or not a teacher is doing their job.

In addition to requiring that 50 percent of a teacher’s evaluation be based on tests, the governor wanted 35 percent to come from an observer from outside the district, with the remaining 15 percent determined by the teacher’s school itself, numbers that education proponents are urging the state to abandon.

“The idea of a teacher evaluation system being related to 85 percent coming from outside local control is absolutely horrific,” said Jim Kinnier, a math teacher at Pierson Middle/High School and president of the Teachers Association of Sag Harbor, who fears the Education Department is under the governor’s control and will end up implementing his desired weighting regardless of the input of legislators and educational experts.

“A lot of what this is, is the governor is unhappy with the teachers union on the state level because the teachers union didn’t endorse him…. a lot of this on his part is an eye for an eye kind of thing.”

Other components of the budget will make it harder to become a teacher in the state, which has been struggling to recruit new educators in recent years, and for teachers to keep their jobs. Every five years, teachers and administrators with lifetime certification will be required to register with the state again and complete 100 hours of continuing education or professional development under “rigorous standards” to be released by the Education Department. There is no funding mentioned to help school districts comply with the mandate. The state’s graduate schools of education will be required to “adopt rigorous selection criteria,” including a cumulative 3.0-grade-point average during an applicant’s undergraduate career. Teachers will not be able to qualify for tenure until they have taught for four years, as opposed to the current three.

“We’re reading articles about less and less people wanting to become teachers in New York State because we have a governor that’s creating a platform that seems to be…hostile to teachers and children, both,” said Ms. Tice.

In addition to the teachers union and state legislators, a grassroots movement of opposition has formed in the state and is swiftly growing on the East End. New York State United Teachers Union President Karen Magee encouraged parents to “opt-out,” or remove their children from standardized testing, saying it is the only effective method of resisting the governor’s changes, and a group of local parents is taking up the charge, opting their children out of the state exams, which begin on April 14.

“The goal for us parents and teachers is to get as many families to refuse the test as possible, because that’s where it gets noticed,” said a Pierson Middle School parent who wished to remain anonymous until the group comes out publicly. “I don’t really have a political bone in my body, but at this point it’s really hard to ignore…. the testing is ineffective and it’s not pro-student, it’s not pro-teacher, it’s not pro-school.”

Mr. Kinnier said he is generally in support of standardized testing because it helps teachers to serve their students and “the school can look at their program and make adjustments based on results. It allows you to compare where our students are compared to other students across Long Island and across New York and I think those are good things.”

On the state exams for third through eighth graders, however, teachers do not receive students’ results. They are given a numerical grade of one through four for each student, but no additional information on what a student struggled with or what areas were challenging, so they cannot diagnostically look at the right and wrong answers and adjust their program accordingly.

“The state exams on the seventh and eighth grade level are more challenging than the Common Core Algebra Regents Exam,” said Mr. Kinnier. “And the reason why the state makes the Common Core Algebra Regents Exam so easy is because it’s one of the requirements to graduate from high school, so they have these other tests which their only purpose is to judge teachers.”

Teachers across the state write the Regents exams, which are included on students’ high school transcripts, but Pearson, a for-profit testing company with strong lobbies in Albany, writes, administers, and grades the exams for younger students.

“That’s another thing that virtually all teachers are opposed to—these state exams ought to be written by teachers and not a for-profit test writing company,” said Mr. Kinnier.

The teachers union is “taking a close look” at how the state is spending money for testing purposes and links between leaders in Albany and profiteers at Pearson, he added.

Teachers Union Protests Stalled Negotiations in Sag Harbor

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As the sun receded into the horizon of Sag Harbor Cove, TASH President Eileen Kochanasz climbed up a bench in front of the windmill on Long Wharf. “You have arrived in the land of ‘No’,” warned Kochanasz to the crowd. A group of nearly 600 met in the late afternoon on Long Wharf on Monday afternoon to march in a TASH rally from Main Street to the Pierson High School. Members of TASH donned their grey shirts and were joined by teachers from Lindenhurst to Montauk to protest a recent stalemate in contract negotiations with the Sag Harbor School Board of Education. Negotiations between the two parties begun over twenty months ago. Despite working with a mediator and fact finder, TASH and the board are no closer to a settlement. TASH asserts the board remains unwilling to negotiate or yield their original positions.

“The board said ‘no’ to the fact finder’s report . . . ‘no’ to setting a date for negotiations in the future,” continued Kochanasz, whose words of scorn for the board were met with boos from the crowd. “This is unacceptable.” (The board has since reached out to TASH and suggested three dates to restart the negotiations. Kochanasz confirmed on Wednesday that TASH agreed to meet with the board on either October 30 or November 3.) 

TASH March 10-19-09 Chant HQ

Richard D’Esposito, TASH’s representative from the New York State United Teachers (NYSUT) union, took over the stage and read from a letter penned by NYSUT President Richard Iannuzzi.

“Dear Sisters and Brothers on behalf of the 600,000 [members of NYSUT] . . . Your fight is our fight,” said D’Esposito reading from the letter. D’Esposito explained that he has represented TASH for nearly 17 years. He said he is often asked by reporters if the state of affairs with the Sag Harbor teacher negotiations is unique.

“It is unusual,” D’Esposito remarked to the crowd. “We haven’t concluded negotiations because they have yet to begin . . . True negotiations are a give and take . . . Since 2008, we have seen a presentation [from the board] rather than negotiations.”

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The board was further criticized by D’Esposito for rejecting the recommendations of the fact finder, who predominantly sided with the demands of the teachers, and claimed superintendent Dr. John Gratto discredited the fact finder’s expertise. Previously, school board president Walter Wilcoxen contended the fact finder privately admitted that he wasn’t given enough to conduct his report.

“That is patently untrue,” stated D’Esposito in a later interview as the wind off the bay waters whipped at his gray hair. The fact finder had around three days to review TASH and the board’s documentation and render a verdict on a settlement.

Once D’Esposito yielded the microphone to Kochanasz, she had a NYSUT representative point the way the group would take. With posters hoisted in the air, they traveled across the bridge, past La Superica, up Main Street, crossed the street at the Civil War Memorial, trekked down the other side of the sidewalk back to the Wharf and marched up to the Pierson High School campus as onlookers watched while eating dinner in restaurants or opening their cars.

At the school, TASH held a candlelight vigil which was cut short by freezing temperatures. The cold, however, failed to cool the teacher’s simmering resentments. During the board of education meeting held that evening, emotions were running high. Parents and teachers were strongly displeased that the board hasn’t solidified a date to begin negotiating again.

Wilcoxen argued that the board is still expanding the issues surrounding their position. Arranging a time for negotiations, he said, would have to be vetted with both the school’s representative and attorney, Tom Volz, and TASH’s representative, D’Esposito. He seemed certain that the two parties would negotiate in the near future.

Teacher Doug Alnwick remarked that he didn’t find the board to be unreasonable, but said he felt “disrespected” by the negotiation process.

“I applaud [the board] for wanting to investigate the process … but to do it now is like trying different recipes when your guests are already seated,” added teacher Michelle Grant, who added she was forced to take on a second job cleaning pools to pay off her student loans in excess of $120,000. Other’s comments took on a more personal note.

“You are beating me down,” stated guidance counselor Linda Aydinian.

According to teachers from other Suffolk County school districts, strained and long negotiations might become more commonplace as the economy remains depressed. Wayne Kubacki, a teacher with BOCES who stood on the grassy knoll of the Long Wharf, said this is the fifth rally he has attended in the last two years.

“They are becoming more of the norm because of the economic situation,” theorized Kubacki. Tom Franz, a teacher in the Eastport School District, reported that his last two contracts each took more than two years to negotiate.

D’Esposito shrugged off this claim and said he successfully negotiated contracts with larger school districts at the height of the economic melt down.

“In some places they recognize the tough times, but they also recognize fair trading,” added D’Esposito.

Kochanasz was “heart warmed” by the display of support on Monday but remained weary of the potential to negotiate with the school in the near future.

“I want to be more hopeful,” said Kochanasz. “[But] I am still reserving my excitement.”