Teachers Tell Guv That Collaboration Works Best

How frustrating was the old way?" Malloy posed to the table.

"I felt frustrated," Fair Haven kindergarten teacher Martina Ramos (at left in photo) responded. She felt like she was expected to improve her skills without any support.

You are expected to improve you skills without any support.Have you forgot that good old Dan Malloy said that tenure was a job for life that public school teachers are rewarded with for just showing up for four years.


Malloy, Weingarten and Mayor Toni Harp all took time out to praise New Haven's school reform drive that began in 2009, which unlike in other cities has been marked by collaboration rather than fighting between the teachers union and the administration.

"You saved public education," Weingarten said.

You teachers need to do your homework Weingarten.


Randi Weingarten And The Day Of Action.


http://perdidostreetschool.blogspot.com/2013/12/randi-weingarten-and-day-of-action.html


As warner wolf would say let use go to the video Tape


SCOTT on WEINGARTEN'S AFT SELL-OUT TOUR

http://youtu.be/0thimlWeWMw

To Threefifths, I'd just like to respond:
First and foremost, no, I have not forgotten Governor Malloy's comment about tenure; however offensive I found it to be, it does not deter me as a teacher. I exercise my right to vote, and take such comments into consideration when doing so. I'm not sure how that relates to "improving yourself without any support", but to that point I can say there has been real reform.
When our evaluation system is used with fidelity, it absolutely supports teacher development with support, resources, and ample opportunity. Is this foolproof? Of course not. But the point here is that when this does happen, as is the case at my school, it provides authentic, accurate, and invaluable assessment of a teacher's level of effectiveness. We are no longer expected to simply produce competitive, proficient test scores. Our focus now is on aligning our goals to the individual student/student subgroup so we can help them achieve their maximum potential growth. Given the demographics if our student body, this is the difference between success and failure for the teacher as well as the student.
Much was shared at this meeting of the minds, which did not make it into the article. One important fact I'd like to share is that our administrators, staff, and union are successfully working collaboratively --proving it can be done (without grievances, need for arbitration, etc.), and that is the underlying message. Disregarding past practices, political affiliations, and the like, I am grateful to work for a district, be part of a union, and teach in a school building all of which value
its teachers, welcomes and hears our voices, and encourages and supports meaningful professional development.

We got sold out a long time ago.

All I do is show up. That's all I do in the mind of the governor. 15 years of showing up.

I'm going to stop there before the choice words get the better of me.

As you said, "we got sold out a long time ago"; but I didn't work so long and so hard to be a teacher that I'm willing to accept that. Yes, we've been accused of "Just showing up", but we know better, and we do better! Teaching has long been regarded as the profession chosen for the 6 hour days and summers of by the general population. Again, we know better and we do much more than a non teacher will ever know. My point is that this is not a new issue; but in the 6 short years of my teaching career, I've experienced a palpable shift in policy. We're being asked what we think; and our thoughts are being heard and affecting change (slowly, but surely). If we become/remain jaded, we fall into their trap and prove them right.

@Kathy B you said My point is that this is not a new issue; but in the 6 short years of my teaching career, I've experienced a palpable shift in policy. We're being asked what we think; and our thoughts are being heard and affecting change (slowly, but surely). If we become/remain jaded, we fall into their trap and prove them right.Who are the we being asked what we think and our thoughts are being heard. How come no veteran teachers were not invited.In fact the veteran teachers I know told me they knew noting about this meeting.How many vetran teachers you have talk with? The major of the one's I have talk to have told me this is noting more then Dan Malloy Obviously pandering for Teachers votes.You said,I have not forgotten Governor Malloy's comment about tenure; however offensive I found it to be, it does not deter me as a teacher.Let me say this.It is not about what Dan Malloy being offensive in what he said about teachers tenure.It is about how he is for geting rid of teachers tenure.Sounds to me you must be a cheerleader for NHPS administration.Or a sincere teacher who has wholly swallowed the Kool Aid.

Though "new" to teaching, I am not young, nor do I consider myself naive. In some capacity, I have worked for BOEs for the past 20 years (paraprofessional, clerk/secretary, and while a student of education). I am neither a cheerleader, nor have I "drank the Kool aid". Regarding tenure, I believe there have been plenty of ineffective teachers who have been protected by its umbrella; on the other hand, it also protects us from nonrenewal without due process. Tenure should not be eliminated, but it should also not be the gauge by which effectiveness and accountability are measured.
There were teachers of various "veteran" status at this meeting --ranging from 6 years to 32 years. (The teacher with 32 years shared similar sentiments regarding the shift in collaboration, adding that she may "last another 32 years".)
Regarding public notification of this event, all I can say is that my administrator found out about it on Wednesday (the same day as I) and I was asked to participate on Friday. I took the opportunity as another chance to be heard.
Please don't mistake or misunderstand my sentiments for "Rose colored glasses". Clearly, there is much work to be done. I do however, stand by my comments that I have seen a marked change in the way things are being done (as opposed to my first year or two of teaching); and in my opinion, this change is for the better.

posted by: Kathy B on September 7, 2014 3:00pm

Though "new" to teaching, I am not young, nor do I consider myself naive. In some capacity, I have worked for BOEs for the past 20 years (paraprofessional, clerk/secretary, and while a student of education). I am neither a cheerleader, nor have I "drank the Kool aid". Regarding tenure, I believe there have been plenty of ineffective teachers who have been protected by its umbrella; on the other hand, it also protects us from nonrenewal without due process. Tenure should not be eliminated, but it should also not be the gauge by which effectiveness and accountability are measured.

Again show me where Tenure protects ineffective teachers.This is not true.Also in fact there is not enough evidence whether teacher tenure helps or harms the education system.Also Most civil servants have tenure protects.Also how come you have not talk about how to get rid of Bad Peter Principle Administrators? Look at Finland's schools which are highly touted for their stellar performance depend on highly unionized teachers who have tenure.Also the elephant in the room,Parents!!! did you all talk about that?

Please don't mistake or misunderstand my sentiments for "Rose colored glasses". Clearly, there is much work to be done. I do however, stand by my comments that I have seen a marked change in the way things are being done (as opposed to my first year or two of teaching); and in my opinion, this change is for the better.

After reading your opinion.I understand you very well.In fact in my opinion you seem to be
pro administration.

I would like to add to this conversation the following:

Student behavior, or lack thereof, is a major obstacle to learning in our schools and classrooms.

This is where teachers need support.

This support means that administrators back up teachers instead of backing down in front of parents who claim that their child is right and the teacher is wrong.

Administrators do not have teacher's backs.

The kids know this and play the adults off of one another and that is why our schools are unruly and too much learning time is lost in our classrooms.

This is where policy change needs to be and not in some kind of mystical collaboration between teacher's union management and district administration.

My comments are, of course, based on my personal experiences and observations. I witnessed teachers deemed "untouchable" due to their tenure and/or affiliations. I've seen teachers as scapegoats; and had it not been for tenure, they would have not survived the "cut".
Pro administration? I have nothing to gain here, nor do I have ANY administrative aspirations; but if taking advantage of opportunities to work with an administration that welcomes teacher input means "pro administration", then I am guilty as charged.
Regarding Bad Peter Principle Administrators, I'd like to believe that the PEVAL would serve it's purpose; but I do believe that if it was a necessary evil, I would take my concerns to my union.
To answer your question, yes, the "elephant in the room" (parents) was most certainly addressed. Governor Malloy asked what made one student soar over another (all else being "equal") and the honest answer was parental involvement.
At the end of the day, this is about the ability of the teachers, union, and administration being able to work together collaboratively. It sounds like this is not the norm, but it happens in my school; and my admins definitely have their teachers' backs. We have a school wide behavior plan in place, and that too works. It is not mystical. It is hard work, it is a meeting of the minds, and it is not always rainbows and butterflies; but it is happening. Perhaps if this is not your experience, you can visit and /or transfer to a building where it exists.
I wish you well.

to Kathy B:

Your posts are intelligent and very reasonable. If I may say, you are a credit to the teaching profession.

I would like to ask you to consider if one teacher scapegoated, or railroaded, is permissible in a district of 1400 teachers?

Or is it okay if one teacher's career and means to support their family is destroyed because of administrative malfeasance?

I taught in one building where an errant, and unpopular administrator, tried to railroad a popular teacher. The faculty went emass to the principal and demanded reinstatement of the teacher--which of course happened. However, that painted a target on that teacher's back and their contract was not renewed. And this was a teacher who raised CAPT scores in math.

I taught in another building where a similar situation occurred and the faculty did nothing. The teacher's career was destroyed and the school continued to languish but I hope my point is clear.

And of course this is only my opinion, but as long as there is a bifurcated system of teacher/administrator or worker/manager, there are in place financial and organizational incentives that mitigate against the very collaboration you so eloquently endorse.

Teachers are a wonderful breed. However, those who make 3 times a much and have incredible pensions will never put anyone's interest above their own--neither teachers or students.

The only solution, in my opinion, is to eliminate the not-so-obvious perverse incentives that mitigate against effective school reform.

This of course means the elimination of the managerial/administrative class running public school systems and establishing the professional teacher corps as the curriculum administrators. Only then can we be held accountable as we now.

Thank you for your kind words.

I don't think scapegoating is, or should be, permissible ever, regardless of the district's size. I offer agai that if our TEVAL is used in the manner in which it's intended, there are safeguards in place to protect us. (And I too have seen it happen firsthand.)

As you stated,
"The only solution, in my opinion, is to eliminate the not-so-obvious perverse incentives that mitigate against effective school reform.

This of course means the elimination of the managerial/administrative class running public school systems and establishing the professional teacher corps as the curriculum administrators. Only then can we be held accountable as we now."

This is, in my opinion, exactly what NHPS is striving to achieve (and it's happening)! Teachers are involved in the writing and revising of curriculum (as opposed to a purchased and scripted curriculum written by a group who knows nothing about our students' needs). We have teacher leaders, teacher facilitators, and curriculum facilitators, all of whom are active practitioners. Our PDs are predominantly based on teachers' feedback, requests, and needs. And perhaps most importantly, these roles are open to any teacher who is rated effective or higher.

Unless I misunderstood, that is what Ms. Weingarten meant when she said, "you saved public education". Saved from having "big brother" (who oftentimes never set foot in a classroom) take over and tell us our business and how to run it.

Brutus is spot on in saying (many) administrators do not support teachers against angry parents, upset that their child received a consequence for poor behavior. My favorite angry-parent rant is: "My child doesn't lie." To which I reply: "I didn't call your child a liar. But let me contact the Guinness Book of World Records -- you apparently have the only 7-year-old in the world who has never told a lie!"