Showing posts with label michelle rhee. Show all posts
Showing posts with label michelle rhee. Show all posts

Jun 17, 2013

Longer School Day & Longer School Year Up Ahead for DC Public Schools Teachers & Students!

By Candi Peterson
Vote Davis Slate for WTU
 Liz Davis /Candi Peterson
WTU Can Be Better!

Earlier in March 2013, DC Public Schools Chancellor Kaya Henderson announced to the Washington Examiner newspaper that she was seeking to implement a longer school day and a longer school year. According to a schools spokesperson, DCPS was not ready to release the details at that time since contract negotiations were ongoing with the Washington Teachers' Union (WTU).

On June 11, Confirmation of Chancellor Henderson's plans to lengthen the time DC students and teachers spend in school came when she announced to the City Council Round Table on Public Education, "A LONGER SCHOOL DAY and YEAR IN THE COMING YEAR, WILL SOON TO BE MADE PUBLIC." 

So it seems the details of Henderson's plans as well as information on teacher raises will be revealed in the upcoming Washington Teachers' Union Tentative Agreement (T.A.). It's a shame that WTU's President Saunders failed to mention in his Sunday, June 16 robo call to union members the longer school day/school year, but instead emphasized teacher raises.   The timing of the release of the WTU Tentative Agreement is no coincidence as the news of a longer school day and school year is not the kind of news teachers and school staff want to hear. Saunders knows better than anyone that this kind of news could propel some union members to cast their vote against the WTU Presidential incumbent.

Some union members believe that the Tentative Agreement will be released to teachers after the WTU Run Off Presidential election, which is currently underway.WTU Run Off ballots arrived in teachers' mailboxes at the end of last week.

Be on the look out for a Tentative Agreement. Let a word to the wise be your guide. Before you vote, read the agreement in its entirety, and ask for explanations of anything that you don't fully understand.   Remember the devil is in the details.


© Candi Peterson 2013


Jun 16, 2013

Why are DCPS & WTU President Saunders Downplaying the Excessing of 500-600 Teachers?

DCPS Excess Teachers & Staff Graveyard
By Candi Peterson

Vote Davis Slate for WTU
 Liz Davis /Candi Peterson
WTU Can Be Better!

In the years under the Michelle Rhee and
Kaya Henderson regime, we have seen hundreds of teachers regularly excessed at the end of each school year. With the advent of 23 school closings in 2008 and now 15 school closings in 2013, more teachers and school staff have faced excessing under this administration. Henderson like her predecessor Rhee has downplayed the actual numbers of teachers receiving excess notices.

By definition, an "excess is an elimination of a teacher’s position at a particular school due to a decline in student enrollment, a reduction in the local school budget, a closing or consolidation, a restructuring or a change in the local school program when such an elimination is not a reduction in force (RIF) or abolishment.”  Under the current Washington Teachers' Union (WTU) Collective Bargaining Agreement, there is a great likelihood that excessing eventually leads to one's termination as there is no longer a requirement for teachers to be placed by DCPS. With fewer positions available due to school closings, it is reasonable to conclude more teachers will be forced out. What the general pubic doesn't understand is that Highly Effective and Effective teachers are among the pool of excessed candidates. Add to this list the number of reconstituted schools (Cardozo High School and Patterson Elementary School) and the number of yearly excessed teachers increases.

We are led to believe by WTU's President Saunders that the majority of teachers will get re-hired without any evidence to support these claims. Erich Martel, a retired DC Public Schools high school teacher ponders- "Why Chancellor Henderson and WTU President Saunders are downplaying the number of teachers getting excess notices this year?"  


© Candi Peterson 2013


"Why are DCPS Chancellor Henderson and WTU President Saunders Downplaying the number of teachers that received excess notices?"
       by Erich Martel, Retired DCPS high school teacher  ehmartel@starpower.net

"Five to six hundred” teachers will be excessed - Jason Kamras, DCPS Chief of Human Capital

On April 26, 2013, the DC Council Committee of the Whole held a hearing on the Teachers Retirement Act Amendment of 2013.  Chairman Mendelson questioned DCPS Chief of Human Capital Jason Kamras.

Mendelson:  “Roughly how many teachers do you think will be excessed?  Roughly.”
Kamras: With the consolidations this year, in the order of five to six hundred.”
Mendelson: “Will it be unreasonable to suggest that maybe a hundred will not find a placement in 60 days and will be affected?”
Kamras:  “I think that’s reasonable.  I don’t have the historical data.”
(Unofficial Transcript, DC Council Committee of the Whole Hearing on the Teacher Retirement Amendment Act of 2013; April 26, 2013; 12:30 PM  (Hr 1; Minute 47 into the hearing)

The most recent list of DCPS staff (2/18/2013) gives the number of teachers (as well as support staff) in each DCPS school.  The number of excessed teachers falls into three categories (see attachment for breakdown): 
1)  273 teachers in the 14 schools that are being “consolidated,” merged or transferred to a charter;
2)  200 to 300 teachers in approx 100 schools; what Kamras calls “our normal [annual] excessing process”; and
3)  The 74 teachers at Cardozo HS and Patterson ES, who had to reapply for their jobs, i.e. all are potentially excessed.  The total number of excessed positions has not been reported.
Thus, 500 to 600 excessed teachers appears to be accurate. 

Spinning the Numbers
After the final list of schools to be closed, merged or transferred to a charter operator was announced in January, some teachers submitted applications to retire or resign.  Others, hoping for another DCPS teaching position were allowed to interview for vacancies that were announced prior to April 1st and those who found a position before a certain date (perhaps before “our normal [annual] excessing process in the remaining 100 schools) will not be counted as excessed.

How many teachers were rehired at Patterson and Cardozo?  Will they be excluded from the count?
What about their colleagues who found a position at another DCPS school?  That was just 16 schools.  There are still 200 to 300 excessed teachers in the other 100 or so schools in Mr. Kamras' “normal excessing process. Will the public get an accurate count or will they be parsed and deconstructed into oblivion?   

The chancellor’s goal of dismantling DCPS is more difficult, if the public sees its full impact. When a union president helps management spin numbers to diffuse their impact, both teachers and parents should be on the alert for serious bad weather.   

Dec 14, 2011

No DC Middle School For You !


This is an op-ed piece published in the N.Y. Times newspaper. It is a must read. Who better to tell the story of school reform than a DC middle-class parent who has lived the nightmare under the direction of education deformers Rhee, Fenty and now Henderson? 

deformer: (n.) One who deforms.
December 4, 2011

Why School Choice Fails




Washington
"IF you want to see the direction that education reform is taking the country, pay a visit to my leafy, majority-black neighborhood in Washington. While we have lived in the same house since our 11-year-old son was born, he’s been assigned to three different elementary schools as one after the other has been shuttered. Now it’s time for middle school, and there’s been no neighborhood option available.
Meanwhile, across Rock Creek Park in a wealthy, majority-white community, there is a sparkling new neighborhood middle school, with rugby, fencing, an international baccalaureate curriculum and all the other amenities that make people pay top dollar to live there.
Such inequities are the perverse result of a “reform” process intended to bring choice and accountability to the school system. Instead, it has destroyed community-based education for working-class families, even as it has funneled resources toward a few better-off, exclusive, institutions.
My neighborhood’s last free-standing middle school was closed in 2008, part of a round of closures by then Mayor Adrian Fenty and his schools chancellor, Michelle Rhee. The pride and gusto with which they dismantled those institutions was shameful, but I don’t blame them. The closures were the inevitable outcome of policies hatched years before.
In 1995 the Republican-led Congress, ignoring the objections of local leadership, put in motion one of the country’s strongest reform policies for Washington: if a school was deemed failing, students could transfer schools, opt to attend a charter school or receive a voucher to attend a private school.
The idea was to introduce competition; good schools would survive; bad ones would disappear. It effectively created a second education system, which now enrolls nearly half the city’s public school students. The charters consistently perform worse than the traditional schools, yet they are rarely closed.
Meanwhile, failing neighborhood schools, depleted of students, were shut down. Invariably, schools that served the poorest families got the ax — partly because those were the schools where students struggled the most, and partly because the parents of those students had the least power.
Competition produces winners and losers; I get that. Indeed, the rhetoric of school choice can be seductive to angst-filled middle-class parents like myself. We crunch the data and believe that, with enough elbow grease, we can make the system work for us. Naturally, I’ve only considered high-performing schools for my children, some of them public, some charter, some parochial, all outside our neighborhood.
But I’ve come to realize that this brand of school reform is a great deal only if you live in a wealthy neighborhood. You buy a house, and access to a good school comes with it. Whether you choose to enroll there or not, the public investment in neighborhood schools only helps your property values.
For the rest of us, it’s a cynical game. There aren’t enough slots in the best neighborhood and charter schools. So even for those of us lucky ones with cars and school-data spreadsheets, our options are mediocre at best.
In the meantime, the neighborhood schools are dying. After Ms. Rhee closed our first neighborhood school, the students were assigned to an elementary school connected to a homeless shelter. Then that closed, and I watched the children get shuffled again.
Earlier this year, when we were searching for a middle school for my son — 11 is a vulnerable age for anyone — our public options were even grimmer. I could have sent him to one of the newly consolidated kindergarten-to-eighth-grade campuses in my neighborhood, with low test scores and no algebra or foreign languages. We could enter a lottery for a spot in another charter or out-of-boundary middle school, competing against families all over the city.
The system recently floated a plan for yet another round of closings, with a proposal for new magnet middle school programs in my neighborhood, none of which would open in time for my son. These proposals, like much of reform in Washington, are aimed at some speculative future demographic, while doing nothing for the children already here. In the meantime, enrollment, and the best teachers, continue to go to the whitest, wealthiest communities.
The situation for Washington’s working- and middle-class families may be bleak, but we are hardly alone. Despite the lack of proof that school-choice policies work, they are gaining popularity in communities nationwide. Like us, those places will face a stark decision: Do they want equitable investment in community education, or do they want to hand it over to private schools and charters? Let’s stop pretending we can fairly do both. As long as we do, some will keep winning, but many of us will lose."

Natalie Hopkinson is the author of the forthcoming book “Go-Go Live: The Musical Life and Death of a Chocolate City.”

Nov 8, 2011

A Call To Action: Save DC's Schools!

By Candi Peterson

In the midst of upcoming contract negotiations, there are big plans ahead to close our traditional public schools. Never in our history has been there been a greater need for teachers and school personnel to have an effective union. Our very future as educators and the future of our students will be determined by how vigorously we, alongside parents and community members are willing to fight to save our schools.

I invite all Washington Teachers' Union (WTU) members to come out and get involved in our WTU Representative Assembly to be held Tuesday, November 8 from 4:30-6:30 pm. at McKinley Technology Senior High School @ 151 T Street NE. Washington, DC. Let's do more than just give lip service to save our schools.

Earlier this week, The Washington Teacher blog featured an article about future plans to close additional public schools. Below for your perusal I have included an excerpt from the 21st Century School Fund newsletter which outlines the purpose of the Illinois Facility Fund (IFF) study which was commissioned by Deputy Mayor of Education, De'Shawn Wright and is expected to be completed at the end of November. As indicated in the 21st Century School Fund September/October newsletter (below), IFF's analysis is being conducted with plans to right size DC public schools and could lead to reconstitution of our public schools and/or replacement with school management operations. The loss of our public schools is a disinvestment in our school communities and may lead to fewer jobs, higher classrooms sizes, further declining enrollment and extinction of traditional public schools.

Independent public schools budget analyst, Mary Levy has applied IFF's  methods to DCPS and public charter school data. Ms. Levy's analysis has found that schools located in wards with higher socio- economic status are considered to be "performing" while schools in wards with lower socio-economic means are considered to be "non-performing". It is a no brainer, that schools in our poorest wards would likely be faced with closure of traditional public schools while schools in affluent wards like ward 3 would go unscathed. (see map below)







Empower DC, a grassroots community based organization is continuing to hold strategic planning meetings to fight school closures across the city and encourages all to become involved. Their next scheduled meeting will be held on Thursday, November 17 from 6:30-8:30 p.m. @ the Deanwood Recreation Center located at 1350 49th St., NE. For additional information, contact Daniel @ daniel@empowerdc.org or call 202-234-9119 ext. 104. Please encourage your school community to get involved now before it's too late. Additional meetings will be held throughout the city at later dates.
Study for "Right-Sizing" D.C. Schools Anticipated
"The Deputy Mayor for Education, with a 100,000 dollar grant from the Walton Family Foundation, engaged IFF (Illinois Facility Fund) to study the capacity and performance of DCPS and public charter schools.







IFF has authored reports in Denver, Chicago, Milwaukee, and St. Louis, using a defined method to determine what they term "performing" or "non-performing" seats.  This analysis is being done with an eye to "rightsizing" district schools which beyond consolidation could include reconstitution and replacement with school management organizations. 

Mary Levy, independent public school analyst, applied IFF methods to DCPS and public charter school data and found that where "performing seats" are located correlates with household wealth and family income of students.  So that ALL schools in high wealth neighborhoods are "performing" and those in low wealth neighborhoods and with large numbers of children from low income families are "non-performing" with a very few exceptions, as illustrated in a map and data-tables.   The IFF findings are expected to be issued at the end of November.  There has been no public input or discussion solicited on the methods, criteria, or purpose of this study. *Click on the underlined word map to enlarge the DC Wards map.

Aug 24, 2011

Why is Michelle Rhee Silent on the DC Cheating Scandal?

Disclaimer: I am not writing in my official capacity as WTU General Vice President, but rather as an announced candidate in the 2013 WTU elections and WTU member.
Candi Peterson

Michelle Rhee is refusing to talk to USA Today reporters about the testing cheating scandal that occurred on her watch while she was DC Public Schools Chancellor (2007-10). Hmmmm inquiring minds want to know why Ms. Rhee, with her infamous gift of gab won't open up on this topic ? The article below, which was featured in the NY Times newspaper on August 21 is a 'must read' on the latest controversy surrounding Rhee and USA Today.

By the way, someone sent me the featured photo of Rhee with students with tape over their mouths which is symbolic of the irony of this story.

August 21, 2011

Eager for Spotlight, but Not if It Is on a Testing Scandal

WASHINGTON — Why won’t Michelle Rhee talk to USA Today?

"Ms. Rhee, the chancellor of the Washington public schools from 2007 to 2010, is the national symbol of the data-driven, take-no-prisoners education reform movement.

It’s hard to find a media outlet, big or small, that she hasn’t talked to. She’s been interviewed by Katie Couric, Tom Brokaw and Oprah Winfrey. She’s been featured on a Time magazine cover holding a broom (to sweep away bad teachers). She was one of the stars of the documentary “Waiting for Superman.”

These days, as director of an advocacy group she founded, StudentsFirst, she crisscrosses the country pushing her education politics: she’s for vouchers and charter schools, against tenure, for teachers, but against their unions.

Always, she preens for the cameras. Early in her chancellorship, she was trailed for a story by the education correspondent of “PBS NewsHour,” John Merrow.

At one point, Ms. Rhee asked if his crew wanted to watch her fire a principal. “We were totally stunned,” Mr. Merrow said.

She let them set up the camera behind the principal and videotape the entire firing. “The principal seemed dazed,” said Mr. Merrow. “I’ve been reporting 35 years and never seen anything like it.”

And yet, as voracious as she is for the media spotlight, Ms. Rhee will not talk to USA Today.

At the end of March, three of the paper’s reporters — Marisol Bello, Jack Gillum and Greg Toppo — broke a story about the high rate of erasures and suspiciously high test-score gains at 41 Washington schools while Ms. Rhee was chancellor.

At some schools, they found the odds that so many answers had been changed from wrong to right randomly were 1 in 100 billion. In a fourth-grade class at Stanton Elementary, 97 percent of the erasures were from wrong to right. Districtwide, the average number of erasures for seventh graders was fewer than one per child, but for a seventh-grade class at Noyes Elementary, it was 12.7 per student. At Noyes Elementary in 2008, 84 percent of fourth graders were proficient in math, up from 22 percent in 2007.

Ms. Rhee’s reputation has rested on her schools’ test scores. Suddenly, a USA Today headline was asking, “were the gains real?” In this era of high-pressure testing, Washington has become another in a growing list of cheating scandals that has included Atlanta, Indiana, New Jersey, Pennsylvania and Texas.

It took the USA Today reporters a year to finish their three-part series. So many people were afraid to speak that Ms. Bello had to interview dozens to find one willing to be quoted. She knocked on teachers’ doors at 9:30 at night and hunted parents at PTA meetings. She met people in coffee shops where they would not be recognized, and never called or e-mailed sources at their schools.

Hari Sevugan, a spokesman for Ms. Rhee, said the reporters were “provided unprecedented time and access to report out their story,” including many meetings with senior staff members and the chief of data accountability. By last fall, Mr. Sevugan said, district officials’ patience was wearing thin. The deputy press secretary, Satiya Simmons, complained in an e-mail to a colleague, “Jack Gillum isn’t going away quietly, Uggh.”

“Just stop answering his e-mails,” advised Anita Dunn, a consultant who had been the communications director for President Obama.

The reporters made a dozen attempts to interview Ms. Rhee, directly and through her public relations representatives. Ms. Bello called Ms. Rhee’s cellphone daily, and finally got her on a Sunday.

“She said she wasn’t going to talk with us,” Ms. Bello recalled. “Her understanding was we were writing about” district schools “and she is no longer chancellor.”

On March 29, the day after the story came out, Ms. Rhee appeared on the PBS program “Tavis Smiley” and attacked USA Today.

“Are you suggesting this story is much ado about nothing, that this is lacking integrity, this story in USA Today?” Mr. Smiley asked.

“Absolutely,” Ms. Rhee said. “It absolutely lacks credibility.”

Mr. Smiley asked if she was concerned that she had put too much pressure on teachers and principals to raise scores. “We want educators to feel that pressure,” she answered.

Ms. Rhee emphasized that the district had hired a top security company, Caveon, to investigate in 2009, and was given a clean bill of health. The district released a statement from John Fremer, Caveon’s owner, saying, “The company did not find evidence of cheating at any of the schools.”

However, in subsequent interviews with USA Today and this reporter, Mr. Fremer made it clear that the scope of his inquiry was limited, and that the district had not requested that he do more. Indeed, Caveon’s report, posted on USA Today’s Web site, was full of sentences like, “Redacted was interviewed at redacted.”

Teachers described security as “excellent” and “very vigilant,” and investigators, for the most part, took their comments at face value.

It did not take Ms. Rhee long to realize she had miscalculated. Three days later, she told Bloomberg Radio she was “100 percent supportive” of a broader inquiry.

Still, she would not talk to USA Today. Mr. Sevugan gave no explanation, but pointed out that she had spoken with several other news outlets.

The reporters did not give up. On April 26, Emily Lenzner, a spokeswoman, wrote Mr. Gillum, “Michelle is willing to do an interview, but we’d like to do this in person.” She asked if they could hold their story, and arranged for a meeting on May 3 at the StudentsFirst office in Washington.

On May 2, another Rhee spokeswoman e-mailed to say the reporters were too interested in cheating and not enough in StudentsFirst. She said they could submit a list of questions.

There were 21 questions; Ms. Rhee did not answer 10 of the 11 about cheating.

Mr. Gillum, who recently took a job at The Associated Press, said he was surprised by how unresponsive Ms. Rhee has been. “She talks about how important data is, and our story is data driven,” he said.

So that people could make their own judgments, Linda Mathews, the project editor, posted the relevant public documents on the USA Today Web site.

Shortly after the follow-up story appeared, the district’s inspector general began what was supposed to be an inquiry, but in July The Washington Post reported that just one investigator had been assigned. “Basically it was one guy in a room who made 10 phone calls,” Mr. Toppo said.

Officials with the federal Department of Education have indicated that they are assisting with the investigation.

In Washington, two investigators spent five days at eight schools. In Atlanta, the state deployed 60 investigators who worked for 10 months at 56 schools. They produced a report that named all 178 people found cheating, including 82 who confessed. There was not a single case of “redacted and redacted doctoring redacted grade answer sheets at redacted.”

People in Atlanta could go to prison. Last week, a grand jury issued subpoenas seeking the names of school employees who had received bonuses for test scores. The Atlanta Journal-Constitution reported that there were subpoenas for “signed copies” of “any and all oaths of office” taken by Beverly Hall, the former superintendent.

The three reporters still hope to interview Ms. Rhee. “Absolutely,” said Mr. Toppo.

Which brings things full circle: Why won’t Ms. Rhee talk to USA Today? "

E-mail: oneducation@nytimes.com

Jul 24, 2011

No Mentor Teacher For You !


Written by Candi Peterson
So it seems that there was another round of DC teacher positions eliminated by the District of Columbia Public Schools. Inside sources report that ten teachers were excessed on July 16, 2011 from the DCPS Mentor Teacher program (formerly known as the Helping Teachers program).This leaves approximately fifteen DCPS teachers to mentor first and second year teachers citywide in the District.
Given that there is research and literature documenting the importance of mentor teachers, DCPS could not have picked a worse time to reduce their already scanty mentor teacher department. The Center for Inspired Teachers cites a 2006 New Teacher Center report that shows that students whose teachers received strong mentoring support make bigger gains in reading than those in un-mentored classrooms. The New Teacher Center report also found that in a comparison of approximately 100 new teachers in three school districts, students of teachers who received two years of support from mentors, made gains comparable to those of students of veteran teachers.” See the following link for more information: http://www.newteachercenter.org/pdfs/NTC_Policy_Brief-Hill_Briefing.pdf
Are you wondering what those in charge of DCPS could be thinking? I know I am. As such, I asked a DCPS mentor teacher how these cuts to DC’s mentor teacher department would affect new teachers. This recently excessed mentor teacher who requested anonymity due to fear of reprisal, had this to say: “New teachers will now have limited support and will not have that one-to-one professional and technical guidance that a mentor offers such as organizing teacher classrooms, understanding instruction and data, getting through a typical day and classroom management skills, etc. Our students will suffer in the long run.”
Now that data is available from the US Department of Education’s (DOE) Office on Civil Rights, we can see educational trends across school districts in the U.S. Based on 2009 DOE data, 42% of teachers in the District of Columbia have two years or less of teaching experience while only 10% of teachers have less than two years in Fairfax County Public Schools and Montgomery County Public Schools, which are much larger school districts. I would venture to guess that other school districts like our suburban counterparts recognize the importance of teacher mentoring programs and would fight to the death to keep these types of programs in place even during a tight economy.
If we want real transformative change in public education, then we must first be honest about what is happening in our public schools. We must stop supporting knee-jerk administrative decisions to cut valuable programs which are not in the best interest of teachers or students. Let's start by standing together with other Americans in the national Call to Action Rally to Save Our Schools on July 30, 2011 on the Ellipse. We hope to see you there. For more information visit: http://www.saveourschoolsmarch.org

© Candi Peterson 2013


Mar 2, 2011

Veteran Teachers Need Not Apply: Henderson Recruits TFA Alums Despite Budget Deficit

By Candi Peterson

Kaya Henderson, Interim Chancellor of DC Public Schools recently delivered remarks at the Teach for America (TFA) 20th Anniversary Summit. Hosted by Teach for America founder and CEO, the event drew what was referred to as an "all-star lineup of education, government, and social justice leaders," including TFA alum, Michelle Rhee, former Chancellor of DC Public Schools.

During the event, Interim Chancellor Henderson spoke about the true power of the TFA movement, the rise to high level administrative positions by many TFA'ers and forecast that maybe one day a TFA'er would land in the White House. Henderson encouraged TFA'ers to dust off their resumes if they want a chance to make history by coming to work for DC Public Schools.
It is interesting to note, that despite a lingering recession, budget crises and widespread teacher hiring slowdown, TFA teachers are being hired at a steady pace. The growth is often times coming at the expense of veteran teachers who are losing their jobs- in some cases to make room for TFA teachers who typically are hired at much lower salary levels. Remember the 266 mostly veteran teachers who were laid off in 2009 subsequent to the hiring of hundreds of TFA'ers? A recent study from the Education and the Public Interest Center report titled: "Teach for America: A Review of the Evidence" found that the learning curve and turnover rate of TFA teachers does harm to vulnerable students who are in need of highly trained and highly skilled teachers.
A You Tube video of Kaya Henderson speaking during TFA's 20th Anniversary Celebration has been widely circulated on the Internet and is posted below. I don't know about you, but it appears to me as though Henderson is still carrying Rhee's 'Teach for America' torch and is completely oblivious to the budget crises that we are facing in the District of Columbia. Please watch the video and let us know what you think about Henderson's remarks.We're listening.


© Candi Peterson 2013

Jan 27, 2011

Having Our Say At The Education Transition Summit

By Candi Peterson, WTU General Vice President

For the first time ever, the Washington Teachers' Union (WTU) sponsored an Education Transition Summit on Tuesday, January 25 at the Kellogg Conference Center. Of late, teacher turnout has been low at union sponsored events due to what amounts in my opinion to a disenfranchised membership. I arrived at the event shortly before it started and could hardly believe my eyes when swarms of teachers and school personnel starting walking through the glass doors. Certainly, the over 450 plus crowd was more than I could have ever hoped for.

There were many smiles, hugs, pats on the back and congratulations about our recent WTU victory. The lines were endless and the Kellogg Conference staff were so accommodating by doubling the number of seats for so many unexpected guests. When no more seats could be provided due to fire code violations, teachers were willing to stand for hours despite the discomfort. Our members filled not only the on campus garage but also an overflow parking lot and off-street parking.

The Education Transition Summit primarily focused on the IMPACT evaluation tool and working conditions. As I strolled through the room, I took the time to listen to teachers' dialogue about what has transpired in these last three years under the Rhee/Henderson regime. One thing that everyone agreed on is that teachers have been robbed of the 'joy of teaching' and replaced with a one-size regimen that does not fit all. One teacher spoke of how she can no longer use centers to teach skills to her young Pre-K students. Teachers talked about no matter how well they had mastered IMPACT - they dealt with an inordinate amount of stress about the possibility of being caught doing something wrong instead of applauded for what they do right. Many talked about being considered great teachers until IMPACT where everyone is the sum total of their IMPACT score. Get a low number and you're no longer a great teacher. Teachers and school personnel were clear what was needed- a new evaluation tool. When the time came for our members to vote for IMPACT to stay or go - the majority voted for it to be thrown out.

The dialogue seemed to spark hope for many of our members who have bought into the nation-wide teacher bashing campaign that they are worthless and responsible for all of the ills of public education. Tuesday night was a new beginning for the WTU and our members. It marked the first time we were collectively at the table. Given the opportunity to help the new Mayor shape his educational agenda for DCPS, DC teachers and school personnel rose to the challenge. After all who better than us to provide first-hand knowledge about what goes on in the classroom, our schools and public education. One attendee emailed me: "That was a great meeting the other night.What you experienced in that room was a much larger version of what I saw in the small group of teachers - a real appreciation to finally be heard." Another
member said: "let's do it again."

As the WTU General Vice-President, I would be interested in hearing your comments about the transition summit. What were the highlights of the evening? Is there anything that you would have changed? Do you have recommendations for the future? ... I'm listening.

Oct 6, 2010

Reduction In Force:Rhee's Final Curtain Call ?


Featuring Candi Peterson, Blogger in Residence

Due to a budget shortfall and projected spending pressures in DC government, Mayor Adrian Fenty signed an Executive Order which will take effect on October 6. Click the link to see the Executive Order:

http://assets.bizjournals.com/cms_media/washington/pdf/executive%20order.pdf

As a result of spending pressures, DC Government inclusive of DC Public Schools will be under the following restrictions:

1. freeze on new hiring
2. freeze on all vacant positions
3. freeze on travel and training
4. there will be NO INCREASE in salary or benefits including increases in negotiated salary, wage and benefits provisions and negotiated salary schedules shall be provided in fiscal year 2011 from the fiscal year 2010 salary and benefits levels.

When the Washington Teachers' Union contract (2007-12) which was negotiated and finalized by 'Hold Over' union President George Parker and AFT President Randi Weingarten in September 2010, I questioned and raised concerns about a clause in the union contract language which states on page 103:

Article 40.1: The Parties agree that all provisions of this agreement are subject to the availability of funds.

40.2: Nothing in this Agreement shall be construed as a promise that Congress, the DC Council and any other organization shall appropriate sufficient funds to meet the obligations set forth in this Agreement."

I was worried that this clause which has never appeared in previous union contracts would come back to haunt us in addition to, protecting DC Public Schools from honoring the terms of our Contract Agreement once ratified. My gut told me that when Parker and Weingarten negotiated our teachers' union contract during a large looming budget deficit (158 mil) that it would only lead to problems for us down the road. Of course my concerns about the contract language that were addressed to 'Hold Over' Union President George Parker fell on deaf ears and of course the rest is history. While I don't have the answers to what the Mayor's Executive order means for DC teachers and school personnel, as a critical thinker it raises for me a number of questions and concerns that requires us to seek additional information on how this will impact teachers, school personnel, students and schools.

As if this news weren't bad enough, inside anonymous sources are also reporting that Chancellor Michelle Rhee's final curtain call will be another reduction in force (RIF) for DC public school employees much like the RIF that occurred a year ago last October. While these are only speculations at this point, It is reasonable to believe that cuts will need to be made due to "budget pressures." Certainly at Vincent Gray's town hall meeting on October 5, he suggested that cuts will have to be made in DC Government. Whether or not these spending pressures were manufactured by Rhee and company in order to cleanse DC Schools as one inside source suggests is a question a lot of people are wondering about. Another anonymous source raises some important questions that must be answered (see below). In the days up ahead, I will be exploring the answers to many of the questions below. If you have any insights, feel free to drop me an email @ thewashingtonteacher@gmail.com or post your comment on The Washington Teacher blog.

Questions That Deserve Answers:
1) Is the entire WTU contract that Ms. Rhee negotiated (all salary increases) out the window?
2) Is the entire 21% "negotiated" salary increase out the window?
3) Or is the "negotiated FY 2010" salary scale kept on as the FY 2011 salary level(s)? That is, no increase from FY2010 to FY2011?
4) What impact does this have on IMPACTplus?
5) Will this cause a RIF or excessed positions?
6) If positions are excessed, should highly effective teachers take the "bonus" pay? Are there strings attached for FY 2010?
7) What impact will this have on teacher professional development and implementation of the WTU contract?
8) How many open positions in DCPS are there and are they all frozen?
9) Does this affect the contractor and consultant positions?
10) If schools come in over their budgeted enrollment, can they still expect to receive "equalization" and if so, when?
11) Will DCPS increase the target average class size to reduce the number of teachers needed?
12) How will this help/hinder getting Spec. Ed budgeting under control and bring more services in house? Is it true that DCPS fired so many local Sped support personnel that they must now import services from very far out of town including airfare expenses??
13) What impact does this have on negotiating the CSO contract? Has that gone to arbitration yet?
14) What effect does this have on the other DCPS labor contracts and negotiations (AFSCME, etc.)?
15) Will DCPS seriously consider closing more under enrolled schools to gain back the economy of scale?
16) What does this do to the Fine Arts Middle School currently in the planning states, but with no announced budget?
17) What other initiatives are likely to be cut back?
18) Will this effect the outside evaluation of the educational reforms of the last three years previously budgeted at about $350,000 or so (estimated from memory)? When has this body met since the initial meeting? And what progress have they made?
19) Will this effect the CSM budgeting model or will we see a return to the weighted student formula for local school budgets in order to better ensure that the money actually follows the students?