Know Your Rights: Classroom Observations

Classroom observations, when done properly and for the right reason, can help teachers become aware of their strengths and weaknesses, sharpen their skills and develop professional self-confidence. When observations are done in good faith, and criticisms are balanced and constructive, they can and should support pedagogical growth.

Unfortunately abuses do occur, so you should know what your supervisors can and cannot do according to the contract.

Supervisors are required to observe all teachers during classroom instruction periods and to write a report with an “S” (satisfactory) or “U” (unsatisfactory) rating for each observation. The number of times you’ll be observed varies according to your situation:

· New (probationary) teachers are generally observed a minimum of two full periods a year, though they may be observed more often. Some administrators have increased the minimum to six.

· Tenured teachers in elementary and junior high/middle schools are generally observed a minimum of one full period per year. Some administrators have increased that to two.

· Tenured high school teachers are generally observed a minimum of two full periods per year by an assistant principal and one full period by the principal. In some schools, the frequency is two a year.

The principal should tell you in advance that he or she will be formally observing you on a particular day. The union strongly recommends that you ask for both pre- and post-observation conferences, in writing if necessary. Use the pre-observation conference to clarify what your supervisor expects to see during the visit. He or she may ask you for a lesson plan. Following the observation, you should write down your recollections of the lesson, which will help you at the post-observation conference with your supervisor.

At the post-observation conference, your supervisor will discuss what he or she has seen and give you a written report of the observation. If you believe the report is inaccurate or unfair, you should speak to your chapter leader, who can help you formulate a written response and advise you of the other available options. Your response must be attached to the original report and placed with the original in your file.

If the observation is rated “unsatisfactory,” you should speak to your chapter leader who can explain the various contractual responses you can pursue. If there are concerns about your professional skills, you can seek assistance from your mentor, your school’s lead teacher or a literacy or math coach (if any of those positions exist), the Peer Intervention Program or the Teacher Center. In any case, if the observation report is not used in any disciplinary proceeding for three years, you have the right to remove it permanently from your file.

As to “pop-ins,” principals have always had the right to make unannounced visits to your classroom, to ask to see your lesson plan and to write up what they observe. If you receive a negative or unsatisfactory rating on an informal observation, you are entitled to a post-observation conference to discuss the deficiencies in the lesson. If you request such a conference in writing and do not receive it, you should talk to your chapter leader who can assist you in filing a grievance. If you think you are being singled out and observed more than other staff, you should keep a log of the visits and consult your chapter leader.

Classroom observations are inherently stressful for many teachers at all stages of their careers, but especially for probationary teachers. Remember that the purpose of a classroom observation is not punitive.

Optimism is a self-fulfilling prophecy when it is combined with solid preparation and good organization. Be natural with your students and act as you always do. Work toward developing a trusting and supportive relationship with your students. This will create an atmosphere conducive to impressive teaching and learning.

Original Article: http://www.uft.org/news/teacher/rights/classroom_observations/

Q&A on teacher evaluation and improvement plan

On May 10, the UFT, NYSUT and the State Education Department reached a new agreement — subject to legislative approval — to create a teacher evaluation and improvement plan. Under the new agreement, which would take effect in September 2011, the evaluation process will be more objective, be based mostly on qualitative measures and limit the role of test scores.

How will the teacher evaluation system change?

The current evaluation system doesn’t work for us as a profession. It is totally subjective and too dependent on the whims of administrators. The new system, which would move us forward as a profession, will establish specific criteria that incorporate multiple measures of evaluating teacher performance. The new system embeds professional development in the evaluation system. Teacher evaluation was never meant to be a gotcha system. It was supposed to allow teachers to grow and develop professionally throughout their careers.

How will teachers be judged under the new system?

The new system will be much fairer and more objective. Currently, teachers can be evaluated on eight criteria: content knowledge, pedagogical practices, instructional delivery, classroom management, knowledge of student development, use of assessment techniques/data, effective collaborative relationships, and reflection of teaching practices. The new system adds one more criteria: student growth. The new scoring rubric will prevent administrators from manipulating the rating system to rate a teacher ineffective. Teachers would be measured on a 100-point scale, with 60 percentage points based on multiple measures such as observations and peer review (locally negotiated with the union), 20 percentage points based on student growth on state exams where applicable, and another 20 percentage points based on locally selected measures of student achievement that are determined to be rigorous and comparable across classrooms (to be locally negotiated with the UFT). In two years, after the state Board of Regents adopts a value-added growth model (the UFT will be part of the group that will be selecting the model), 25 percent of the rating would be based on the state exams where applicable and 15 percent would come from local measures of student achievement with 60 percent still based on measures such as observation and peer review. The evaluation would result in a composite score based on the multiple measures that would place teachers in one of four categories — highly effective, effective, developing and ineffective – with the maximum and minimum scores for each category set by the state.

How much say will teachers have in the new system?

Throughout the process, the role of collective bargaining is maintained, and, in many ways, strengthened. All of the elements comprising the composite score must be developed through state and local negotiations. The agreement states that the new teacher evaluation and improvement system would also be a “significant factor” in employment decisions such as a career ladder to positions such as lead teacher, mentor or coach that could lead to supplemental compensation, promotion into administrative positions, and tenure determination as well as in teacher professional development. But how the evaluations will figure into those decisions must be determined locally through collective bargaining. If no agreement can be reached, the old system will remain in place.

Won’t teachers be reluctant to teach high-needs students if student test scores become one component of their evaluation?

On the contrary, the new system no longer penalizes a teacher who chooses to work with high-needs students. The student achievement component of the evaluation system would be based on a growth model – getting a student from one point to the next; it would not be based on whether all students reached a certain proficiency level. As a teacher, if you have helped your students to progress academically, no matter where they started from, your achievement would be recognized.

How much weight will the new system give to standardized tests?

At a time when other states (Tennessee, Delaware, Rhode Island, Georgia, Florida, Illinois, Colorado and Louisiana) have agreed to base 50 percent of teacher evaluations on student growth measures, this agreement caps the number at 25 percent. (The DOE, needless to say, had wanted a much higher percentage.) The remaining 15 percent of the rating based on student achievement will include multiple measures that are considered rigorous and comparable across classrooms such as student portfolios. Those measures will need to be selected in negotiations between the union and the DOE.

How will the new system evaluate teachers who do not teach classes that culminate with students taking standardized state tests?

For those teachers, 40 percent of the individual’s evaluation will be based on locally developed multiple measures of student achievement and the other 60 percent would be based on measures such as observation and peer review. Both components need to be negotiated with the union. If and how this agreement pertains to functional chapters needs to be negotiated.

Does the new agreement make it easier for schools to fire teachers deemed ineffective?

Absolutely not. The new agreement safeguards the due process rights of our members and requires that the school system provides support to struggling teachers tailored to their needs. The new evaluation system will allow the rest of the state to follow the faster, fairer process for those facing incompetence charges that was part of the rubber room agreement we recently reached with the mayor and the DOE.

What is the Teacher Improvement Plan and how would it be implemented?

Teachers who are identified as “developing” or “ineffective” would receive no later than 10 days from the date they report to work in September a Teacher Improvement Plan aimed at supporting that teacher’s professional growth. The plan would have to be mutually agreed upon by the teacher and the principal. It would include identification of areas in need of improvement, a timeline for achieving improvement, how the improvement will be assessed, and, where appropriate, differentiated activities to support a teacher’s improvement in those areas. This professional development component of the evaluation system would be developed locally through collective bargaining with the UFT. The DOE will be required to document that such a plan was implemented before any disciplinary action against a teacher can be taken. This is an unprecedented requirement in an evaluation system. The bottom line is that the DOE will be held accountable for supporting struggling teachers with a concrete, customized plan of action. A tenured teacher would have to receive two ineffective ratings in a row before he or she could be charged with incompetence.

How will the new evaluation system affect the granting of tenure?

We did not change the tenure law. Any linkage between this agreement and tenure determination must be decided through collective bargaining. In New York City, teacher tenure decisions have been subjective up to now. Right now, a principal can deny tenure to a teacher with virtually no documentation. With this new agreement, the tenure process has the potential to become more thoughtful and objective.

How does the new system benefit teachers?

• It reduces the subjectivity of the current rating system.
• It changes the focus of evaluations from discipline to improvement.
• It provides genuine support for struggling teachers.
• It limits the influence of state tests on teacher evaluations.
• It safeguards teacher and union voice in the evaluation system.

Original Article: http://www.uft.org/news/teacher/qa/teacher-evaluation/

Summer school vacancies have been posted!

Summer school vacancies have been posted on the DOE website http://schools.nyc.gov/Offices/DHR/CareerOpportunities/Per+Session+Vacancy+Circulars+teacher+supervisor+and+clinical. Members will have 20 days from the day of the posting to apply for the positions using the DOE’s online process. The DOE says it will notify people of selections in early June. Please note that editing or in any way changing an application resets the submission date, so if a member does so after the deadline the application will be considered late. Also, members should print out a hard copy of their application and write down their application confirmation number.

Know Your Rights: How to Maximize Your Earnings

How to Maximize Your Earnings

You can increase your earnings, above and beyond the contractual starting salary, in three ways:

1. Qualify for differentials.

Salary differential is based on academic credit/coursework/degrees earned beyond your bachelor's degree. All school-based staff (except per diem day-to-day) can apply for salary differential. All teachers, except per diem day-to-day can apply for salary differential as long as you have at least 30 credits beyond a bachelor's degree. Each differen tial can add thousands of dollars to your annu al earnings – permanently – and cumulative differentials can make a big difference in your earning power.

Differentials include those for completing:

· 30 credits beyond the bachelor’s degree (C2).

· A master’s degree or 36 credits in an approved subject matter area (C2+PD, known as the Promotional Differential).

· If you have 60 credits beyond your BA including your master’s credits you could be eligible for the Intermediate Differential (C2+PD+ID)

· 30 credits beyond a master’s degree (C6+PD). You also qualify for C6+PD by earn ing certification by the National Board for Professional Teaching Standards.

Differentials are not automatically awarded. You must apply for them within six months of completing your coursework.

Differentials are paid as of Feb. 1, July 1 and Sept. 1, respectively, for work you’ve complet ed in the previous fall, spring and summer semesters.

For example, if you complete your course work by Jan. 31 and file by July 1, the DOE will pay your differential in the fall semester with arrears back to Feb. 1.

2. Move through the salary steps.

You’ll earn more money the longer you stay in the system.

For the first eight years, these are called “steps.” If you teach without interruption, you will move two steps (e.g. 1A and 1B) for each year you work, increasing your earnings up to Step 8B.

You will automatically receive pay increases based on salary steps on your anniversary date and on March 1.

Beyond Step 8B, you will receive “longevity” increments — also called “longevities” — after you have taught in New York City for 10, 13, 15, 18, 20 and 22 years.

3. Apply for prior service salary credit.

If you taught in another school system or, for certain licenses, had non-teaching experience related to your license area, you may qualify for salary credit and placement on a step above 1A up to as high as Step 8B. Salary Step Placement is based on previous paid full-time teaching experience and/or related non-teaching experience. All teachers (except substitute teachers and paraeducators day-to-day), school secretaries, guidance counselors, school psychologists, and school social workers can apply for a change in salary step.

Longevity Increases

Only a regularly appointed teacher may receive longevity increases. After Step 8B, longevity increases are listed for 10, 13, 15, 18, 20, and 22 years of service in the New York City public schools. The increase is issued when an individual completes the indicated number of years. Employees become eligible for longevity payments on the employee’s longevity eligibility date. The salary increase for longevity should be reflected in the payroll check generated for the pay period following the employee’s eligibility date. A longevity increase becomes part of the teacher’s base salary and is immediately pensionable.

Service in the calculation of longevity time includes:

· Regular appointed full time service

· Regular substitute service

· Recertified service

· Annualized service under a Certificate of Competency (with a basic license)

· Per diem service (85-169 days=1 term)

· Salary credit or outside experience if granted prior to April 12, 1971

The following types of service are not included in calculating longevity credits even though they are included in the calculation of seniority lists:

· Layoff time

· Service as a paraprofessional

· Service on a per session basis

· Inactive time for which no seniority credit is granted

· Veteran’s credit

· Blind disability credit

· Service with a Certificate of Competency without a basic license

Original Article: http://www.uft.org/member/money/salary/max_earning/

Know Your Rights: Salary

Know Your Rights: Salary

Your salary is calculated based on your level of education and your years of service. The Department of Education/UFT contract for your title contains a listing of salary schedules that take effect with each negotiated pay increase. These salary schedules are also posted on the UFT homepage, under Resources for UFT Members. Call a salary rep in your UFT borough office if you need help interpreting the schedule.

Particularly if you are a new teacher, check that you have been given credit for all the educational credits you’ve earned and all the experience you have. Note that you may be able to get salary credit for teaching experience elsewhere or other relevant experience. Longevities (payments tied to years of service) apply only to pedagogical service in New York City public schools.

A new five-year longevity for teachers, paraprofessionals and other titles was created in the 2006 contract (effective May 19, 2008). The new longevity is added to the annual salary from the end of the member’s fifth year on the job until the member reaches the next time threshold — for example, 10 years for pedagogues — when other longevity payments kick in.

If you have any questions regarding your salary step, differentials or longevity payments, you should ask your payroll secretary to assist you. If you believe you are being paid incorrectly, you should call a salary representative in your UFT borough office. If necessary, a salary grievance will be filed on your behalf.

You can accumulate the credits you need to qualify for salary differentials by, among other ways, taking courses through the UFT Teacher Center. To find out about the current course offerings, you can read the course catalog posted on the home page of the UFT Web site. Click the UFT Courses button. Or you can call 1-212-475-3737.

Teachers, other pedagogues and paraprofessionals are paid semimonthly, on or about the first and the 16th, by check — which is delivered to your school — or by direct deposit. Starting in September 2007, all newly hired UFT-represented educators are supposed to be paid through direct deposit, but members still have to enroll. If when you start working there is a delay in placing you on the payroll, you can apply for an emergency check to tide you over. Talk to your payroll secretary. Because of a law the UFT secured years ago, the DOE pays interest on delayed payments.

On the last day of school, teachers receive five checks or five check stubs for direct deposit: one for the end of June, two for July and two for August.

Throughout the school year, teachers can also apply for “per-session” activities that are done either before school, after school, on weekends or holidays, or during the summer. If you apply for and are accepted for such an activity, you are paid at the current per-session rate of $41.98 per hour (as listed in the contract).

Original Article: http://www.uft.org/news/teacher/rights/yoursalary/

Know Your Rights: Transfers

Transfers

The open period for applying to transfer from your current school to a different one began on April 15. The decision to transfer to a new school is personal and may be based on a variety of reasons. Perhaps you are looking for a change in instructional focus, program options, a new school theme, a different principal or administrative tone, or just a more convenient location. If you wish to transfer, there are more opportunities available to you now than ever before.

All members — not just teachers — have the opportunity to transfer to a different school under theOpenMarket Transfer Plan. Principals will begin to post anticipated as well as approved vacancies on April 15. These vacancies will be posted on the DOE Web site, http://schools.nyc.gov/offices/dhr/. The listings are revised as positions are filled and principals post new vacancies, so it’s good to regularly recheck the Web site. If you know that a vacancy is available, but not posted, please contact your borough office and district representative as soon as possible with the details. Schools can advertise and select staff to all projected vacancies, but a transfer won’t become final until the vacancy is an approved vacancy and the transferring employee has been entered into the Galaxy budget of the new school.

How to apply

The application process is straightforward. You’ll be asked to complete an online registration form. To do that, you’ll have to create a user ID and password. Once you’ve done that, you’ll be able to electronically apply for any and all vacancies in your current license area. All qualified teachers, including those who have been placed in excess, can apply for specific positions at job fairs or send applications to the schools they are interested in.

You can also send applications and resumes to schools that have not advertised vacancies so that, in the event a vacancy arises, principals will be aware of your interest. We recommend that in addition to filing an online application via the Open Market Transfer Plan system, you also submit a hard copy of your cover letter and resume via fax, mail or in person. Since principals may be receiving many online applications, it might be helpful for them to receive a paper copy of your materials as well as the electronic application.

The hiring process

School-based committees made up of supervisors and teachers will interview candidates. The committee is not required to interview all applicants. It will make a hiring recommendation, but the final decision rests with the principal. If you’re successful, the hiring principal will enter you into his or her Galaxy budget and you’ll receive a printed contract, which both you and the principal will sign, which makes the transfer official. Your current principal will be notified by the system at that point.

You don’t need a release from your current principal during the transfer period of April 15 to Aug. 7 to accept a position elsewhere. If you are offered a position after that date, the transfer cannot be completed unless you are released by your current principal. The plan places no limits on the percentage of staff who may transfer out of the same school.

If you apply for many positions and are not contacted at all and have had no opportunity to interview, please notify Special Representative Amy Arundell, the UFT’s point person for the Open Market Transfer Plan, at aarundell@uft.org

A more comprehensive Q&A about the transfer plan is available on the UFT Web site at http://www.uft.org/news/teacher/qa/open_mkt_plan/.

Link to Original Article:

http://www.uft.org/news/teacher/rights/transfers/

ACTION ALERT: THE STATE BUDGET

From President Mulgrew:

Right now, the New York State Senate proposed budget is a disaster in the making for the children in New York's public schools.

If the cuts go through, we can expect class sizes of 28 in the first grade; the loss of most after-school programs; elimination of what's left of music, art and other enrichment programs; no summer school; and a return to conditions after the fiscal crisis of the 1970s, as schools put off necessary maintenance and buildings get dirtier and more dilapidated.

We can't ask kids to pay the price for the mistakes that adults have made with our economy. The kids deserve better than this.

We need you to call your state senator TODAY to voice your opposition to devastating cuts in this budget proposal.

Please send a fax to our school's senator and assembly member by clicking here:

http://petitions.uft.org/give_a_kid_a_chance

Then, please call our school's State senator at the following number:

Frank

Padavan

D. 25, 26

(718) 343-0255

Tell Albany, "Don't cut education — give a kid a chance!"