The Yonkers Teacher

35 East Grassy Sprain Road Yonkers, N.Y. 10710

(914) 793-0200 Fax (914) 793-7365

Official Publication of The Yonkers Federation of Teachers

EDITORS:Constance Sajdak

Pamela Brody

PRODUCTION/DISTRIBUTION

EDITORSBryan Boyd

Doraid EreifejVera Corato

PRODUCTION/DISTRIBUTION

TEAM:Warren HueberLaura WarnerLarry Brown

DISTRIBUTION TEAM:

Mary Ann CarilleBea ChimeraSandra HaussRhoda KleinAnna McGill

Dotty PickensKaren RubinBeth Korotkin

Kathy VanacoreLillian VanacoreRalph VanacoreHelene YablonTom Mitchell

Helene AlaloufMarilyn Lemchak

PROOFREADER: Bob Foley

PRESIDENT:Patricia Puleo

August 7, 2012Vol.XXXVIII No.1

The New Teacher Evaluation System Barbara Litt

A NYSUT instructor recently led a workshop in Yonkers to aid administrators and teachers in the utilitarian use of the new New York State Teacher Evaluation System. She began her Powerpoint with a slide that contained Elisabeth Kubler Ross’s Five Stages of Grief (On Death and Dying) which my colleague instantly recognized. Why, my colleague asked, did she begin with this slide? Because, the presenter explained when asked, the analogy between Ross’s Five Stage of Grief and anyone’s ability to accept change, in this case, a teacher’s ability to accept a new evaluation system, is analogous. Ironically, the analogy is apropos, but not for how this teacher feels about being subjected to a new evaluation system. Rather, my grief is caused by my inability to accept that any Albany politician can truly believe that teachers are the primary problem in Yonkers educational failures or that this evaluation system can change the core issues.

First, not all schools in New York State are failing. I know personally that not all schools are failing because I taught in Bronxville before I came into Yonkers schools. What do I see as the system differences? Money and size. The wealth of Bronxville clearly benefits the schools. The smallness of Bronxville is a factor no doubt. There is only one school building, and it is kept in top-notch condition. It was completely renovated and improved in the not too distant past. Juxtaposed, the physical deterioration of the Yonkers schools can be well-documented. (Alas, I once got myself into hot water with a principal who did not appreciate my students’ sales pitch to sell the visiting superintendent of schools a mug that could be used for coffee or for collecting rain water that regularly leaked into the classroom.) Were my colleagues in Bronxville (or teachers in New York City schools where my own two children attended) more committed, professional, and hard-working than Yonkers teachers? No way! I admit that not every teacher I’ve ever met--including the ones who educated my own children—was outstanding. For the most part, however, I have never seen teachers as the problem. To invest the time and money in a new evaluation system that is supposed to root out the weak teachers and thereby fix the education system is a travesty.

I consider myself a hard-working, dedicated, and committed professional. Yet, I am stymied by my failure to educate every student in my classes! Doesn’t poverty have an ever-present deadly effect? Has anyone in Albany ever talked to the students I teach and learned what their lives are like? Have the parents in my students’ lives impressed upon them the importance of hard work and getting an education? Don’t students understand they have to work to pass? Don’t they understand they have to show up? Don’t they understand they must have hope

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for a better future? Don’t they realize that work habits are a necessity? Am I the only part of the equation that matters? Could it be that students need more than highly effective teachers? Could it be that students need work habits? Could it be that students need to bring a pen?

I didn’t receive a “Highly Effective” evaluation under the new system, and allow this, therefore, to serve as my formal protest. I believe I taught to the best of my ability; yet, I’m assessed as “effective,” not “highly effective.” To me, this is not good enough. HOW can I measure up? Unfortunately, a paring knife I dropped on my foot in May took me out of the classroom and into the operating room, and I received my evaluation by mail. I did not have a conference and do not know how these scores were determined. Will this evaluation affect my classroom teaching? Other than to alienate me for some of the “developing” or “effective” checkmarks on the evaluation I find questionable, the new system is a disappointment. I really want to be a better teacher! If I’m only effective, shouldn’t I be coached to be “highly effective?”

Could this system work better than this? Absolutely. How? Here’s one suggestion. Why not ask teachers to team up, tenured and non-tenured, and ask each team member to figure out where he/she falls on the scales of effectiveness? Then, in teams, priorities for each individual this year could be set, along with ideas about how to improve in these areas. Then the administration gets involved. Wouldn’t it be great if I admitted my weaknesses and got coached on improvement? Wouldn’t it be great if the administration were asked to focus on limited areas of need? If an administrator had other thoughts, these could be discussed openly, in September, and also established as goals for the year. In other words what is an administrator looking for? I’m not saying I have no weaknesses. I am saying, however, that this new evaluation doesn’t identify them. Sorry, but I know myself better than my administrators. The administrators’ assessments don’t mean much because I can’t imagine why these things were said about me!

I sure wish someone would consider the potent obstacles other than my limitations that I experience in education. In my experience, the detrimental effects of poverty have a far more deleterious effect on my students than my commitment to always work to improve my teaching. In my experience the lack of adequate funding for classes, (especially arts classes and real elective and magnet courses (I was the last standing drama teacher in Yonkers until yet another budget cut two years ago.), guidance counselors, librarians, social workers, and psychologists is what’s intrinsically wrong in Yonkers. In my experience classrooms that leak, heat that can’t be equally distributed in a building, desks that fall apart, etc., speak to students about this District’s lack of genuine concern for education. (Someone in the District should read Malcolm Gray.) In my experience, listening to the ideas of teachers, since we’re the frontline, would be helpful. We actually might have an idea on how to change a system that desperately needs innovation and changing.

Finally, if I am experiencing the Kubla Ross stages of grieving as a teacher, it is because I want every student in my classes to be a highly effective learner, ace their Regents, and move far beyond the limitations of poverty. My students deserve that. I doubt the new evaluation system will make me a better teacher and enable my students to meet the high expectations I have for my students.

The Yonkers Teacher 3

Public Unions – Teachers Under Attack A look back over this school year shows a well organized and defined attack on teachers and other public sector workers. In last October’s Yonkers Teacher I pointed out to you the movement on the State level to eliminate the Triborough Amendment. Remember this amendment to the Taylor Law protects all of us by maintaining all terms and conditions of an existing contract until a successor agreement is reached.

Remember, also last fall, that Governor elect, Scott Walker of Wisconsin, successfully had legislation passed slashing State and Local government workers’ job benefits and bargaining rights. His victory in Wisconsin’s recall election this June will only embolden lawmakers in other states, like Michigan, Minnesota, Missouri, and New Hampshire to push for similar legislation. In addition, in the elections in San Jose and Santa Barbara, California bills were passed reducing benefits to public workers both active and retired.

In N.Y.S. the attack on teachers continued with the Governor’s push for a new pension plan (Tier 6). The Governor pressured the State Legislature into passing this by threatening to tie this plan to the State budget. The bill for Tier 6 passed on Mar. 15, 2012. Through strong lobbying by unions, some of the worst elements of the original Tier 6 were mitigated, most notably, lawmakers dropped the option of the 401(K) proposal for all but high-earner management employees. This option, as originally proposed, would have undermined retirement security for all in-service teachers and retirees.

On April 30, 2012 Governor Cuomo established a “New NY Education Reform Commission”. The Governor said this new commission brings together educators, business, labor, non-profit leaders, and proven innovators to examine our schools. They are being asked to deal with 7 objectives such as: improving teacher recruitment and performance, improving student achievement and Increasing parent and family involvement. In the May 7, 2012 Journal News an article titled “No teachers on Cuomo education panel” said in its first paragraph: “ School officials are surprised and bewildered that Gov. Andrew Cuomo’s commission on education reform does not include representatives of school districts – administrators, board members, teachers, or parents”. Of the 20 members the only member to represent teachers and the union is Randi Weingarten, AFT President.

In NYS there was the push to have accessible to the general public the evaluations and all related data of teachers. Think of the impact to the lives and careers of teachers if a group or the local media releases such information in their school district. Such information will be easily misinterpreted and misunderstood by the general public and create chaos for school districts. NYSUT attempted, through legislation in the State budget, to make teachers’ evaluations totally confidential. Due to a lack of support from the Governor and Legislature, this provision was not enacted. NYSUT was supporting legislation in the Assembly (by Jaffe & Nelson) that would have limited and controlled the availability of teacher evaluations to parents. On June 18th the Governor introduced his bill to the rules committee for consideration by the legislators. The bill was passed and became law on July 1st, 2012. The bill, though not as strong as the Jaffe-Nelson bill, does stop the media exploitation of evaluation information and keeps teacher personnel information confidential. The governor’s bill permits only parents the right to request limited composite information concerning their child’s current teacher(s).

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Teachers Under Attack continued

Please do not think that all that occurred this past school year is the end of the assault on teachers. The fight to take away or greatly weaken teacher bargaining rights is still there. In NYS there is still the strong push to eliminate the Triborough Amendment to the Taylor Law. If this is successful, it will tremendously diminish our bargaining rights for a new contract and can result in the loss of salary step advancements and many of our rights.

There also still exists the strong push to eliminate Tenure. Tenure is not job security. Tenure simply provides you the right to due process under education law 3020-a if the district wants to fire you. Currently the Mayor of NYC is pushing for a law that would allow the Commissioner of NYC to fire a teacher in certain situations. This simply opens the door to the eventual erosion of tenure protection rights. Our own superintendent has come out in support of this.

Finally, within our own local, we are in a fight to uphold our own contractual provisions that the YFT fought for and obtained over the last 4 decades. The current blatant violations of our contract have resulted in over 30 arbitrations. In the 1970’s the contractual violations reached the same proportions as today. The YFT fought these violations and was successful in the vast majority of the resulting arbitration cases. We survived those attacks by staying united and strong. We will survive the current attacks on our contract as long as we stay united and get actively involved when called upon by the YFT. If we don’t stay strong and united, the benefits and rights we have will be diminished and / or lost.

Fraternally,

John Eshoo, YFT Retiree Rep.

NYSUT calls for major overhaul of standardized testing system

ALBANY, N.Y. June 11, 2012 — New York State United Teachers today called for a major overhaul of New York’s standardized testing system, saying the nearly 4,500 minutes, or 74 hours, the average student spends on standardized testing over their school years profits giant testing companies, but cheats students out of a rich and full education.

While emphasizing that teachers — and teachers’ unions — are not opposed to either accountability or assessing student performance, NYSUT said the fixation on standardized testing has thrown the state’s education system out of balance.

“We need to restore that balance,” said NYSUT President Richard C. Iannuzzi. “Tests must be better aligned to the new core curriculum and more useful in guiding instruction, in order to best help students learn and grow. Testing must not be allowed to dominate what happens in our classrooms. And, teachers — not testing companies — should be directing the design and writing of state tests, as they did before No Child Left Behind’s mandated testing regimen turned many schools into ‘test prep’ factories.’”

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The Yonkers Teacher 5

New York would be better served, he added, reducing the role of ‘fill-in-the-bubble’ tests and increasing the role of “authentic assessments” that recognize the wide range of learning styles that standardized tests don’t take into account.

NYSUT Vice President Maria Neira noted no country tests as much as the United States, and the over-emphasis on standardized tests — and the accompanying hours of time devoted to ‘drill and kill’ test-prep — are narrowing the curriculum at the expense of real learning. Neira testified that on top of a minimum 74 hours of state standardized testing throughout their school careers, many districts also require local tests. In addition, students also lose three to four weeks of quality instruction each year to make room for review and test-prep for various state and local tests.

“The high-stakes nature of these tests has exacerbated the growing fixation on testing,” Neira said. “Using these tests for promotion and graduation has increased the stress on students and parents, while the consequences attached by the state and federal governments to poor test performance have intensified the stress on teachers and administrators, turned many schools into ‘test-prep’ factories.”

“This over-reliance and over-emphasis on standardized tests has also narrowed the curriculum, so that only those subjects that are tested are considered important. That is wrong, and is the opposite of everything we know as educators,” Neira said. “Students need a rich, well-rounded education in order to be college and career ready.’

In testimony before the state Senate Education Committee, Neira noted that, “Standardized testing can be a useful diagnostic tool for teachers. However, when standardized testing is overemphasized and misused, we must say enough is enough. We have reached that point.”With state testing run amok and with embarrassing errors forcing the state Education Department to throw out a record number of questions — NYSUT said also it is critically important for the Legislature to protect teachers from shame and humiliation by the news media if data from tests are linked to teacher evaluations and made public.

“Divulging that information through the media will corrupt the intent of the new teacher-evaluation system, especially when that data created is defective and imprecise,” added NYSUT Executive Vice President Andrew Pallotta. He pointed to the shameful media exploitation that resulted when the New York City Board of Education released inaccurate data reports for more than 12,000 New York City teachers.

“Let’s not make that same mistake again,” Pallotta said. He called on the legislature to work with NSYUT and pass legislation to shield teachers’ evaluations from the news media and general public. “We must ensure that student testing data is used to help improve teaching practice and student learning — not to publicly shame teachers and principals,” Pallotta said.

NYSUT, the state’s largest union, represents more than 600,000 teachers, school-related professionals, academic and professional faculty in higher education, professionals in education and health care and retirees. NYSUT is affiliated with the American Federation of Teachers, National Education Association and the AFL-CIO.For more information, contact:NYSUT Media RelationsPhone: (518) 213-6000 x6313E-Mail: Mediarel@nysutmail.org

6 Vis i t Us @ rgteachercenter.org

JCY-Weschester Community Partners hosted its 14th Annual Scholarship Brunch on Sunday, June 4, 2012. Over 200 attendees celebrated the presentation of Leader in Education Awards to Marion Kass, Art Teacher at Lincoln High School; Lesley Panzer, Guidance Counselor at Gorton High School; and Shari Pierce, Special Education Teacher at Yonkers Montessori Academy. These three dedicated teachers exemplify the best of what the Yonkers Schools District offers. Their devotion to their students, to the field of teaching, and to the future of Yonkers and its residents, is incomparable and much appreciated. Congratulations, teachers, on your well-deserved honor.

BE AWARE THAT SUBSTITUTE TEACHING MAY COUNT TOWARD:*tenure*retirement*longevity paymentsPlease call Paul Diamond if you have any questions 376-8614

Volunteers for the Hudson River Museum

Volunteers are needed for the Docent Program at The Hudson River Museum, 511 Warburton Ave., Yonkers, NY 10701. This program consists of conducting tours of current art exhibits; Riverama, a Hudson River educational display; as well as Glenview, the beautiful home built in 1876 by John Trevor. This exciting and stimulating volunteer activity has you working with both student and adult groups. We meet once a week during the school year for continuing education in all of our exhibits, and also on another day of your choice during the weekday for tours.

Please contact: Saralinda Lichtblau, Director of School Programs, The Hudson River Museum, at 914.963.4550, Ext. 241, or slichtblau@hrm.org

Keep Busy This Summer Volunteer!Our Yonkers community needs your help! Whether you can volunteer just once or weekly, the effort is much appreciated. The volunteer opportunities are endless. We are currently seeking people to help with: JCY’s Reading Buddies Program- Riverfront L ibrary – Tuesdays and Wednesdays, 10 am to 12- Read to children and help them complete their Summer Assignments.Westhab- Tutoring Programs and Summer Camp Volunteers needed at the new Mt. Carmel church location. Put your specific skill to use…musical, sports, arts. Andrus Children’s Home- Volunteers needed on weekends to mentor children and help with events. They are also seeking help with their new Early Childhood Center in Tuckahoe.Beczak Environmental – We need people to volunteer at summer events/ concerts and help with gardening. Family Service Society of Yonkers is seeking volunteers to work with Grandparents who are raising children. They are also looking for people who have a specific interest in Health, Fitness & Nutrition to work at the library during Reading Buddies. They have summer programs that need our support!Many agencies need clerical assistance volunteers, senior support services help, and other more specific duties. Please contact Kelly if you can give an hour, a day or more of your time! Yonkers needs our help! If we can all do a small part, the load is much lighter to carry.Kelly ChiarellaThe Volunteer Center, Yonkers Outreach Coordinator Call to volunteer!! Office 227-9303/ Cell 438-8694

The Yonkers Teacher 7

Richard Gazzola Teacher Center

by Paul J. Diamond, Director

Lia Council, Policy Board Chair E-mail - tchcntr@westnet.com Teacher Center Phone- 376 8614 FAX- 376 8617

Our Hours Next year, as we move forward, Teacher Center hours will be 8:30-3:30. You can contact the Director at 793-0200 if you need assistance when the Center is not open.

Course Offerings

The Policy Board will be collecting proposals for courses this fall, so be on the lookout for more information. Our website has the course proposals if you find you have time this summer to prepare.

Attention Newly Retired Teachers

If you have retired within the last three years, there is a wonderfully rewarding opportunity awaiting you. It is our peer mentoring program created by the Richard Gazzola Teacher Center and designed to have you share your expertise as a veteran of the Yonkers Public School System. The program which is self-initiated, non-evaluative and mentee-driven is focused on providing a non-threatening and supportive environment based on trust and confidentiality. Distinct from the District program which assigns active teachers to assist new teachers as part of a mandate for teacher certification, the MEET Program, which stands for Mentoring Experienced and Evolving Teachers, looks to retirees to serve all teachers not serviced by the District. As a self-referred mentor, your application to MEET is subject to approval by a Teacher Center Subcommittee and Policy Board. Assignment of a mentee is not automatic; it is based on mentee needs and appropriate pairing. You will be compensated at the hourly rate and with gratitude from the Teacher Center and your mentee.If you are interested in being part of this very successful program, call the Center for an application this fall.

Arbitration Victory

I would like to thank André Juste for standing up for what is right. André applied for a gateway position and the arbitrator determined that he was “certainly qualified for the Gateway position,” citing Mr. Juste has “a lifetime of academic achievements in art and English and provides an extensive list of selected lectures, symposiums, and solo art exhibits. He was denied the position. The arbitrator sustained the YFT’s position and ruled that the Board must select the most senior of all qualified applicants. The arbitrator’s decision follows the clear language of the contract and supports the YFT’s belief that the Board is challenging the YFT to defend itself through arbitration rather than adhere to negotiated procedures.

Mr. Juste’s act was one of professionalism that speaks to the benefit of all teachers. It benefits all other Yonkers’ teachers who will now be protected if they are ignored when applying for a position for which they are qualified. In addition, the American Arbitration has requested that YFT consent to the publication id the award. The YFT will consent and will make certain that other teacher unions learn of its existence. The award can then protect others from be treated unfairly.

NYSUT Member Benefits Who doesn’t love a discount? What are your plans this summer? A little rest? Some relaxation? Hopefully some fun as well! And, while you’re having that fun, make sure you invite Member Benefits to the party! We have a number of endorsed discount & travel programs that can help you and your family save a little money on those exciting activities this summer.

Planning a trip with family or friends? Renting a vehicle? Looking for thrills & spills at your favorite theme park? We can help!

Member Benefits offers a host of discount programs available to you, including:

Car & Truck Rental Discounts

Six Flags Discounts

TripMark.travel

Wyndham Hotels & Vacation Rentals

Buyer’s Edge, Inc.

Working Advantage

Motivano SmartSavings Online Discount Marketplace

Powell’s Books

For a complete listing of endorsed programs and services available to you feel free to call us with any questions at 800-626-8101.

Are you reading your MAP Alerts?

We value the direct contact we have with NYSUT members through our MAP Alerts and appreciate your continued participation in this free service. It is our goal to make sure that MAP members are always the first to learn about new endorsed Member Benefits programs, changes to current programs and reminders about existing programs.

Our MAP Alerts also contain chances to win

some really cool prizes such as those available during our special MAP Prize Drawing campaign.Don’t forget that all current and new MAP members who open and read at least one MAP Alert before August 15, 2012 are eligible to win the following prizes:

Grand Prize -- Bose Home Theater System First Prize -- iPad Second Prize -- Kindle Fire Third Prize -- Set of Bose Noise-Canceling Headphones Fourth Prize -- $50 Powell’s Books Gift CardYou’ll receive one entry into the drawing for every MAP Alert that you open and read before that date. Winners will be announced on August 16 on the Member Benefits website!

Visit memberbenefits.nysut.org to view a brief video about the special prize campaign (and this free service).

Did you know that you can review all of your premium payroll/pension deduction information for programs you participate in by logging in to the My Program Participation secure site? About MAPThank you for joining MAP, NYSUT Member Benefits’ Member Alert Program. MAP members receive emails from Member Benefits and providers of endorsed programs. You’ll know an email is related to MAP by the “MAP Alert - NYSUT Member Benefits” subject line.

NYSUT Member Benefits does not give, sell or otherwise transfer addresses to any other party for the purpose of initiating, or enabling others to initiate, email messages.

Please be aware that many employers and government entities block bulk emails, so if you have supplied a work email address to receive MAP Alerts, your employer’s system may at any time block these MAP messages.

For information about this program or about contractual endorsement arrangements with providers of endorsed programs, please call NYSUT Member Benefits at 800-626-8101 or visit memberbenefits.nysut.org Agency fee payers to NYSUT are eligible to participate in NYSUT Member Benefits-endorsed programs.