New Haven Independent

Posted by: THREEFIFTHS | October 27, 2009 10:18 AM

Can someone tell me what was accompish at this meeting last night. As I looked at the youtube,All
I saw was Politricks and the making of a ponze scheme.Take a look now King John is now talking about a few roadblocks in the way of that money.
I hope the teachers who voted for this contract get your three percent bribe cause the king is telling you no money. Let us take a look at some more of this Ponze scheme on the tax payers who will be paying for this.

DeStefano is seeking $130 million in supplemental money over five years to finance an ambitious school reform drive that would cut the dropout rate in half, close the achievement gap, and ensure each student makes it through college. The teacher’s contract was the first step; now he’s looking to federal, state and private funders to help make it happen. He’s counting on being rewarded from D.C. for the breakthrough labor agreement.

He say he is looking to federal,state and private funding to help make it happen.The way they was talking days ago it sound like this was a done deal. He counting on being rewarded from D.C. He better stand in line with the rest of the country.
There is no money in D.C. all monies are going to the war machine. As far as state money to help forget it you burn you bridges with Governor Rell.
So what will they do to fund this.Get ready for higher taxes.

As called for in the teacher contract, the city will soon set up three committees: the Reform Committee, comprised of three teachers, three administrators and two parents, will recommend how to measure student performance.

The Teacher Evaluation Committee will draft guidelines that will tie teacher evaluations to student performance as well as set up peer assistance and peer review for low-performing teachers.

Will this committee as far as parents and teachers
be allowed to elect there members to this committee.

My main man fix the schools what do you think of this. charter schools with unionized staff.

I would not waste my time with this plan.Bottom line is this plan is based on geting money which
new haven doesn't have and never will.

Posted by: FIX THE SCHOOLS | October 27, 2009 1:57 PM

3/5, To be honest and it will come as no surprise, I don't like mandated unionization for charters. Maybe someone can explain to me how that particular provision of the contract helps students to be successful.

Forcing charters to be unionized is a major distraction at the very least. But in most cases, it works to significantly slow down the pace of the turn-around effort. Unionization actually works against the interests of rewarding great teachers for success and advancing student outcomes.

Case in point: I wonder if anyone asked Randi Weingarten yesterday why her own unionized teaching staff at the AFT's Brooklyn-based charter school (Yes, even the AFT opens its own charter schools!), after posting crappy test results, voted to overturn its own contract work rules so that teachers at the school could have the flexibility to actually deliver better student outcomes. That seems hypocritical.

In general I remain enthusiastic about the overall reform effort in New Haven, and will even continue to hold out the hope that the local union will live up to its own rhetoric about focusing on students. But the proof will be in the pudding, so we'll see.

BUT, to the extent that the mayor has decided to play nice-in-the-sandbox with the teacher union and avoided a DC style stand-off, there is a potential cost to that strategy. How might that cost be borne out? One way is that it will hand-cuff principals so that they don't have maximum latitude to make hiring and firing decisions which serve the best interests of the school and the students. This will slow down the entire effort.

But regardless of the strategy that the mayor has chosen, the bottom line is that our community must OWN the school reform goals. And while the goals were put forth by the mayor, they are not owned by the mayor. They are not owned by the BOE either. They need to be owned by our entire community. They cannot and should not be subject to a change in political winds if we get a new BOE, or even a brand new mayor.

And as owners, we can demand that the school reform goals be delivered within the timeline that have been put forth. So to the extent that the new contract slows down results, the mayor will bear the political risk of making nice with the union. If he made the right decision, he will be rewarded with the opportunity to be our mayor for another term (if he wants to). If he falls behind because he didn't want to "shove it down the AFT's throat", then we can find someone more aggressive, someone who can keep us on track.

But it is clear that we need to establish an independent community organization which will act as a "keeper of the flame". An organization unaffiliated with the political establishment and which will hold the goals sacrosanct, and prevent them from being watered down over the years. ConnCAN can be very helpful in this regard, but we need a local entity which is even more laser-beam focused on our own district. As a model, Achieve Hartford is an interesting example of this kind of organization.

Posted by: RichTherrn | October 27, 2009 3:13 PM

Fix... It is sad that this article only has two comments, and one from an out of towner.
However to your point: I think the huge advantage of this style contract is that it treats teachers, staff, administrators, and parents as professionals. It assumes that they, and the organizations they belong to, want to do a good job, and all have the best interests of children in mind. Surely that has to be positive!

Posted by: FIX THE SCHOOLS | October 27, 2009 5:03 PM

Mr. Therrien,

Its interesting to see you weigh in on the union stuff. By definition, collective bargaining DE-professionalizes people by assuming that rational folks cannot negotiate terms on their own behalf, make independent career decisions, or otherwise make intelligent choices. This system harkens back to a time and place where "Management" had the advantage of both influence and law on its side, and "Labor" had nothing but the strength of numbers.

Honestly, I cringe when I hear teachers referred to as "labor". The entire term is demeaning. We have left the days behind when an entitled guilded management class dominated a permanent underclass of poor uneducated laborers who were systematically denied access to an education and a pathway to prosperity.

These days, there is no more guilded class. Everyone "labors" now, including managers. And to be a successful individual producer (once called a "laborer") one needs to possess as much talent at managing people and processes as any CEO does. Successful teachers are some of the best "managers" I've ever encountered.

But regarding unions, I am having trouble coming up with another representative body which systematically refuses to allow its members to be differentiated by skill and performance. This seems to be the antithesis of professionalism.

The "union" as an organization exists to represent the collective financial and work environment interests of the teachers, and only the teachers. While the nice speeches given by union reps often try to cloak the desires of teachers within the needs of their students, make no mistake - the AFT is for the adults, not the kids.

Lastly, I don't know what you mean by the out-of-towner comment. Are you saying that you know 3/5 or FIX to be out-of-towners? And if so, so what? Do you believe that out-of-towners have no stake in the success or failure of New Haven public schools? (Apologies in advance if I misinterpreted your comment!)

Posted by: RichTherrn | October 27, 2009 6:38 PM

Fix: I thought you had revealed yourself in a previous article to live outside the town (you said "head out to the burbs, we don't have those problems out there").. but I don't have an issue with your commenting... I'm just sad that are 33 comments on the article about a few protesters, and little on this very important reform step.
I understand the contract isn't all you might wish... but it does provide for differentiation.. (as does my current administration contract), based on job.
I think your larger discussion is about unions in general, but my point was: unions are for the adults that belong to them, true. But this contract assumes that educators are in it for the students, not (just) the paycheck, and that is something that is important to keep in mind.
My strongest issue in comments is when they question the motives of individuals and groups that dedicate their lives to educating children.
Why not start with the premise they, regardless of where they work, live or which organization they belong to, do it with noble intentions? It makes working with others and moving ahead on reform much easier!

Posted by: THREEFIFTHS | October 27, 2009 6:51 PM

RichTherrn

Fix... It is sad that this article only has two comments, and one from an out of towner.
I am not a out of towner and as long as my tax dollars are subsidizing this school system ,I have a right to speak out on what I see is waste. You should be asking this question,Where are more people to voice ther opininon who also pay taxes to subsidize the school system. Now to my main Man Fix the schools.

3/5, To be honest and it will come as no surprise, I don't like mandated unionization for charters. Maybe someone can explain to me how that particular provision of the contract helps students to be successful.

Forcing charters to be unionized is a major distraction at the very least. But in most cases, it works to significantly slow down the pace of the turn-around effort. Unionization actually works against the interests of rewarding great teachers for success and advancing student outcomes.

Case in point: I wonder if anyone asked Randi Weingarten yesterday why her own unionized teaching staff at the AFT's Brooklyn-based charter school (Yes, even the AFT opens its own charter schools!), after posting crappy test results, voted to overturn its own contract work rules so that teachers at the school could have the flexibility to actually deliver better student outcomes. That seems hypocritical.
I don't know where you got your information from about AFT opens it's own charter schools,Because all AFT is the union reps for the teachers at the brooklyn based charter school. In fact here is the story.In fact the charter school teachers ask to be unionized.KIPP Teachers Organize
Jan. 13, 2009
1:43 pm
by Leo Casey
10 Comments
Filed under: Charter School

In a ground-breaking development, the teachers of KIPP AMP Charter School in Brooklyn today informed their co-principals that they were organizing themselves into a union and seeking official recognition from the state Public Employees Relations Board.

A super-majority of the KIPP AMP teaching faculty has signed authorization cards with the United Federation of Teachers, well in excess of the threshold needed for official recognition under state labor law for public employees.

In a letter delivered to co-principals Jeff Li and Melissa Perry this morning, the teachers said that they had decided to unionize in order to secure teacher voice and respect for the work of teachers in their school. We want �to ensure that the [KIPP] motto of �team and family� is realized in the form of mutual respect and validation for the work that is done [by teachers] each day,� they wrote.

The letter stressed that the decision to organize was directly connected to the teachers� commitment to their students. �[A] strong and committed staff,� the teachers wrote, �is the first step to student achievement.� Unionization, the teachers believe, will help create the conditions for recruiting and retaining such a staff.

Here is the rest of the report.Fell free to Read it.

http://www.edwize.org/kipp-teachers-organize

Fix notice the teachers wrote A] strong and committed staff,� the teachers wrote, �is the first step to student achievement.� Unionization, the teachers believe, will help create the conditions for recruiting and retaining such a staff. Sound to me that they like unions!!! Here are some more sites about the AFT which show they
don't run charter schools.They are only unions for the teachers.

http://www.aftacts.org/index.php?option=content&task=view&id=92

http://www.aftacts.org/index.php?option=com_content&task=view&id=25&Itemid=57

http://www.nysut.org/cps/rde/xchg/nysut/hs.xsl/newyorkteacher_8

http://www.chicagopublicradio.org/Content.aspx?audioID=34969

So fix The teachers want the union.

Next
And as owners, we can demand that the school reform goals be delivered within the timeline that have been put forth.

We are already owners,Just like we own GMC with our tax dollars.We own the schools system with our tax dollars. And as owners we should push those who are in charge to meet the needs of this school system.

But it is clear that we need to establish an independent community organization which will act as a "keeper of the flame". An organization unaffiliated with the political establishment and which will hold the goals sacrosanct, and prevent them from being watered down over the years. ConnCAN can be very helpful in this regard, but we need a local entity which is even more laser-beam focused on our own district. As a model, Achieve Hartford is an interesting example of this kind of organization.

The problem with Independent community organization it what are you going to do when the money from these corporatist stop funding these programs or worst the money comes from a ponze scheme. If you think this will not happen.Check what happen to the Harlem Zone.

http://news.muckety.com/2009/01/27/economy-madoff-scam-hits-harlem-childrens-zone/10711

http://cfed.org/cfed_clips/2009/01/bear-market-for-charitiesa-har.h

http://online.wsj.com/article/SB123275804805311965.html

That is right fix good old Madoff was funding the Harlem zone. I even check out funding for Achieve Hartford and it is load with corporatist,In fact some of them are the reason why the country is in a mess.Wo know if madoff did put money into Achieve Hartford. Bottom line look at what King John said he is counting on D.C. for funding.This country is Broke.Rember D.C. did not even fund No Child Left behind,So what makes People think that D.C. will fund school reform.

Posted by: Tom Burns | October 27, 2009 11:28 PM

Come on Fix,
Don't let your Bernie Madoff style ruin all you say--you make some good points at times, very few but at times---and thats why I respond--I believe I can bring you over to the right side, unless you benefit monetarily from the wrong side(business)---Schools are about family and community--not making money---as some feeble minds would say more time and more days would fix the problem---just as they do inChina and Japan where youth suicides are an epidemic---when do our kids get to play and socialize---and get to share time with their families---this is what life is all about-----NOT ABOUT JOBS AND MAKING MONEY---the people who think that achievement and status is what our time on earth is all about make me sick---and in their lonely, empty worlds I pity them---but do not make your hell on earth the norm for those who choose to live a life worth living---...---Tom

Posted by: FIX THE SCHOOLS | October 28, 2009 9:11 AM

Tom Burns, who represents teachers says "...when do our kids get to play and socialize and get to share time with their families...this is what life is all about NOT ABOUT JOBS AND MAKING MONEY"

Tom, It is suddenly clear to me that you actually DO believe that teachers and students interests are alligned! Under your philosophy, a shorter school day is in the best interests of both teachers and children! Everyone can go home early and play with their families. Forget having to learn anything, like how to read or count. After all these "skills" are simply corrupting influences that have been foisted on us by capitalists to turn everyone in society into money grubbing drones. Better to go home and play. Lets not worry that 40% of people in New Haven live at or below the poverty line. They can still be happy by playing at home. Don't worry that China and India are producing more engineers and scientists than the U.S. Who needs what they have to offer anyhow?

But Tom, seriously, you get paid to do a job. That job is to educate children to the CT. state standards. Just do your job.

Mr. T., ARe Tom Burns comments' what you would call the "nobelest intentions"?

Posted by: THREEFIFTHS | October 28, 2009 9:07 PM

FIX THE SCHOOLS

Don't worry that China and India are producing more engineers and scientists than the U.S. Who needs what they have to offer anyhow?

Not acording to Reports write by the Mckinsey Global institute. Here is a sample.New research by Duke University and McKinsey Global Institute suggests these and similar figures are deceptive and not cause for alarm concerning the loss of U.S. jobs.

According to McKinsey Global Institute, only 10 percent of Chinese engineers and 25 percent of Indian engineers can actually compete in the global work force. They are limited by job location, language proficiency and cultural factors. Further, according to a 2005 Duke University study, not all Indian and Chinese engineers are as qualified as their U.S. counterparts. One reason is that the overwhelming numbers of engineers one sees cited in statistics include graduates of two- and three-year programs.

Another reason is because the definition of an “engineer” is not the same in the United States as in India or China. In India, for example, an auto mechanic may be called an engineer. Not only are foreign engineers limited in numbers and skill sets, studies suggest that by the end of this year, India will, in fact, face a shortage of qualified engineers.

You can read the rest at this website.

http://www.manufacturing-today.com/content/view/329/

Also check out the Christian Science Monitor.

http://www.csmonitor.com/2005/1220/p01s01-ussc.html

Don't fall for this corporatist trick who are behind this lie about China and India passing us.

http://www.carnegieendowment.org/publications/index.cfm?fa=view&id=23336

Posted by: Norton Street | October 28, 2009 10:00 PM

In order to have a functioning society we must have
1. Diverse jobs for people of many skill levels that are within walking distance of diverse housing for people of varying incomes and physical (dis)abilities
2. Services for a diverse group of people within walking distance of housing
3. Retail (groceries, butchers, clothing stores, hardware stores, etc.) stores within walking distance of housing
4. Recreational space both large and small. Large parks, gardens, plazas, etc should be located either centrally or on the outskirts of developed areas to provide relief from the built environment on a less frequent interval (perhaps once a week on Saturday or Sunday). Small parks, squares, plazas, gardens, etc should be located sporadically throughout developed areas to provide relief from the built environment on a more frequent interval (perhaps everyday at lunch time, or after work/school).
5. An interconnecting circulation system most likely in the form of paths, sidewalks, streets, avenues and boulevards that give access to one area (a heavily residential area perhaps) to another (a central business district, or an industrial zone).
To avoid over crowding and too much density, housing located just outside of walking distance should have access to fixed path transport that runs along avenues and boulevards. These outer habitats still must have services and recreation within walking distance even if the business district or industrial zone is not; this occurs along a 'Main Street'.
6. Neighborhood based grammar schools should be fairly standardized around the town and should be within walking distance of the student's homes. Secondary schools should be centrally located with each school focusing on a few related fields (a trade school, art school, science school, etc.). These school's geographical relationships to student's homes is unimportant and the only factor that determines who goes where is personal interest. The chosen school may be within walking distance to homes but this should only be coincidental; students not within walking distance of their school should use the established fixed path transit to get to the centralized downtown area where the secondary schools are all located.
7. All I will say about post-secondary school is that it should be thought of as being regionally located and does not have to be local in relation to where prospective students live.

The list goes on, but I'll stop now that I've gotten to schools.

Keeping New Haven children in schools longer may help keep them out of a dangerous home life or neighborhood life for a large chunk of the day, which can help children avoid what is most likely a damaging environment. However, doing so is only ignoring the problem and trying to get around it. Jobs must be available and easily accessible to the working age population in the city. This most likely means bringing industry (a cleaner form than the kind that was previously here) back into centralized places, so that dignity can be brough back to the working poor. McDonalds does not provide meaning to one's life, serving those hamburgers causes massive amounts of American's to die prematurely; there is no honor in that. Manufacturing something as simple as a faucet (insert: cupboard handles, lamps, nuts & bolts, children's toys, building material, etc) gives someone a purpose in society. Work may suck, it might be difficult, but it allows modern civilization to occur and the reward for this lifestyle is to provide people with aesthetically pleasing, spiritually uplifting, and richly detailed environments in which to live and connect with other people who are different from and similar to you.
In turn, this will save a generation of children that would otherwise fall into a pattern of inner city lifestyles that has been festering since the 1960s.
Along with jobs should come an investment into old neighborhoods that rehabilitate homes and build traditionally styled ones in vacant lots that are capable of holding a diverse population. Retail will follow people and occur naturally without the type of outside intervention that is needed in the immediate revival of housing and re-establishment of jobs.
The rejuvenation of this country's towns and cities and the regrowth of our farms, wetlands and forests out of suburbia through a rediscovery of local living is the correct solution to putting our society back on track with a population that flourishes with each new generation rather than degrades.
What is more powerful than spending a much longer day in school learning effectively is waking up in the middle of the night to gunshots, your mother getting beaten or a fiend breaking into your house to steal food; any number of hours in the most effective school can be (and are) trumped by simple events that happen everyday in this city's struggling neighborhoods. It can be observed that people who receive a good education in this city tend to leave rather than stick around or come back to uplift others. Education is the result of the environment; we must restore our neighborhoods and then we can make some changes in the schools, which will practically fix themselves once the other issues have been addressed.