SAUNDERSIZED

Lite and Smoothly Artistic

I have not done much lately in the arts mode so check this out.

One-of-a-kind R&B group Naturally 7 beatboxes an orchestra's worth of instruments to groove through their smooth single, "Fly Baby."

The group Naturally 7 practices vocal play -- the art of using the human voice to mimic instruments. It's as if a beatboxing troupe decided they could "-box" a whole orchestra: flute, horns,…

Killing the Messenger- Part 1- Plot to ensure no dissent among DC Teachers

I recieved numerous telephone calls and appreciate the many words of support.  My heart has been warmed by offers of opening the union office at night when you got off work and donations of your leave to me so that I can be at the union office.  Most of all, I am proud to be regarded as a straight shooter who members can trust no matter what the personal cost.  Killing the Messenger - Part II will address the specific plot tactics.  Only last Thursday, April 30, 2009 DCPS came out with some bomb shell documents refuting certain misinformation offered by President George Parker. The documents indicated dates, places, who, what, when and where the private deal occurred.  George Parker lied to the Executive Board, Representative Assembly, WTU legal counsel, media, and all of us.  He did negotiate a private deal which covered all employees except me thereby adding to the probability my leave of absence application would be denied. 

In the coming paragraphs I am going to lay out the documents as succinctly as possible.  Yes, the “Turner at Green Elementary School” documents are included.  While my argument is in-depth, it will provide interesting reading for any DCPS teacher, public school activist, legislator or union commentator.  It clearly demonstrates DCPS mistakes while taking punitive personnel actions.  What appears to have been a long period of time to resolve a problem actually amounted to having 4 business days.  Only after the letter of rejections of my leave of absence application was it clear there was a plot.  After being stonewalled in an attempt to find out the truth I understood my union was intimately involved in my attempted demise.     WTU/AFT colluded with management to destroy a union member-plain and simple.  It is ugly but honest.  This was a plan to end my teaching career in DCPS, my ability to hold elected office in the WTU and deny teachers their rights.  The ultimate external benefit to the conspirators was to create a “chilling effect of quieting the entire membership” and getting teachers to sign an upcoming WTU contract out of fear with no dissenting voices.   The benefit to President George Parker was absolute control immediately and no General Vice President Nathan Saunders as Presidential candidate in 2010.  If the ultimate goal (my termination) was achieved I would not be able to run for any union office as I would not be a union member/teacher in DCPS.  He also got the opportunity to say Michelle Rhee, the union buster, did it.   The attachments also revealed the origin of the problem which was not dereliction of duty but the transition of the DCPS system into a mayor controlled system.  Normally, when personnel related issues arise there is a quieting of the activity resulting from refusal to release personnel documents.  Download Saunders attachments.  I want you to see our union and our school system’s work.  You will find out shortly the notice to return to duty was maliciouly leak to the Washington Post.  You will see the misinformation reported in the media from those teachers and union members are supposed to trust is alarming.  For example, it is a mistruth that I fail to apply for a leave of absence and I was derelict in my responsibility.  Per DCPS’ attorney my leave of absence status stayed the same until DCPS contacted me. 

Donald Trump and Michelle Rhee profit from "You're Fired."

   

Once again, DCPS is enjoying its year end ritual of firing teachers also known as the "culling season." Probationary teachers will be terminated "just because" not for "just cause." Reasons will be based on personal preferences of race, creed, sex, or income which will never be divulged for legal purposes. All new DCPS teachers have a 2 year probationary period requirement. Chancellor Michelle Rhee via Deputy Chancellor Kaya Henderson principals a written communication any probationary teacher may be terminated without stating a cause as a matter of rule. Last year's copy of the correspondence was intercepted. The principals are informed not to give a reason. It happened to more than 70 probation teachers some with teacher excellent ratings last year. Invariably, Principal and adminstrator personal preferences amounting to discrimination based on race, creed, religious background, gender, age, union activism or income are cloaked in terminations without cause.  Many teachers oppose the long probationary periods as a practice. 

Via confidential sources, this morning I was notified names are being amassed for a list of probationary teachers to be fired.

Poverty and Potential: Out of School Factors and School Success

A new report makes a case for paying more attention to the critical role that out-of-school factors—such as inadequate health care, food insecurity, or environmental pollutants—have on children's school success.

"Inputs to schools matter," writes the report’s author, Henry C. Berliner, a professor of educational leadership and policy studies at Arizona State University in Tempe. "As wonderful as some teachers and schools are, most cannot eliminate inequalities that have their roots outside their doors."

Scheduled to be published jointly on March 9 by the Education and the Public Interest Center at the University of Colorado at Boulder and ASU’s Education Policy Research Unit, the report echoes a call made last year by a separate group of researchers and former federal officials. In advertisements in national newspapers, the ad hoc coalition advocated a "broader, bolder approach to education" than the narrow emphasis on student achievement embodied in efforts such as the federal No Child Left Behind Act, ("2 New Coalitions Seek Influence on Campaigns," June 18, 2008).

So you think your sick...

 

Teachers physically beaten for students low test scores...

I could not make this stuff up. They wrote it better than I could.   Is this the future?

The Tanzania Teachers' Union is taking legal action after 19 primary school teachers were caned.

The teachers were caned by a police officer, some in front of their pupils, after an investigation into poor exam results at three schools.

Ativus Leonard, a 33 year-old teacher at Katerero Primary School, 20 miles outside the regional capital Bukoba, and one of the victims of the caning, told the BBC what happened:

On Wednesday morning, the District Commissioner came to our school. He met with the head teacher and called a staff meeting.

Once we were gathered, the DC told us that they had been keeping track of the teachers who arrived late for work.

He read out the names of the teachers in question. I was one of them. I had been late for work twice in the last month.

He asked each of us our reasons for being late. I told him there were different reasons. It could be family problems, or if I had been feeling unwell.

Economy's Impact on DCPS Teachers Compensation and Working Conditions

Finally, the WaPo is starting to talk about the economy and its direct impact on teachers’ compensation and working conditions.   Pay attention to these highlights from Pay Raises Victims of School Budgets by Michael A. Chandler.

• Many students will join bigger classes next fall. More than 1,000 teaching and support positions will vanish. Teacher pay will stagnate. Some schools will close.

• Last night, the Fairfax County School Board unanimously approved Superintendent Jack D. Dale's $2.2 billion budget for the fiscal year that begins in July. It reduces annual spending by $10 million, in part by freezing employee salaries and raising the average class size by half a student.

• Alexandria School Board unanimously approved a $197 million spending plan, $2 million less than this year's budget, that calls for a six-month delay in seniority raises, omits cost-of-living increases and reduces custodial service.

• The Loudoun School Board last week approved a $747 million budget, with spending essentially flat, even though officials expect 2,400 new students next fall, a 4 percent increase.

• In Prince William, the superintendent's proposal would freeze teacher salaries, cut about 450 positions and raise average class size.

• In the District, Mayor Adrian M. Fenty (D) is expected to deliver the city budget to the D.C. Council on March 20. It's too early to say how schools will be affected, but the city is grappling with a revenue decline of at least $300 million in the next fiscal year.

• For the 128,000-student Prince George's County school system, interim Superintendent William R. Hite Jr. has proposed a $1.7 billion budget that would cut at least 900 positions, close as many as 12 schools and increase class size from first through third grades.

• To cut costs, the Montgomery school system has reduced programs and persuaded employee labor groups to give up a contracted 5 percent salary increase.

Hopefully, this conversation is seeping in DCPS teacher lounges.  Others think this is a worthwhile topic.  This long-term recession is here to stay and how the economy responds to stimuli will determine its future.  No matter what the lights must stay lit and the house warm in the winter.  It does make me want to dip into some DCPS economics and social studies classes to see what the kids are learning about this economy.  Yes, sometimes I missed being in the classroom and just teaching this stuff.  Teaching is always an opportunity for learning for teachers too.  In surrounding jurisdictions the labor organizations used their negotiated compensation chips to cash in on some job security.  Fundamental common sense. What will DC teachers secure via the proposal submission?  I would answer but I do not know what is in the final proposal submission.  This is an important principle DCPS teachers need to use when we analyze this proposal. 

Media Speculation on the attitudes which comprised the proposal submission

Must Read article on proposal submission to management. It raises some interesting questions. What do you think? Diff. Instruction, any reform is on the table, removing students from the classroom. The sooner members get a copy of this proposal the quicker we can make up our own minds. I want to know what teachers think. Also, who are the veteran teachers Rhee is using for the performance appraisal document? 

AMERICAN PROSPECT D.C. TEACHERS' UNION RELEASES COUNTER-PROPOSAL. In late September, D.C. schools Chancellor Michelle Rhee presented the Washington Teachers' Union with a contract that, if put into practice, would be the most radical overhaul of teachers' work rules attempted since the rise of the teachers' union movement in the 1960s. The contract created two employment ladders for teachers. The "green" track would require teachers to give up tenure in exchange for the possibility of large merit-pay bonuses financed by philanthropies. Under the "green" plan, teacher salaries could reach $130,000. Alternatively, teachers could choose to retain their tenure privileges and stick to a traditional, seniority-based salary ladder with a lower ceiling. That would have been the "red" track. The symbolism was clear. Tenure was "stop;" the slow, reactionary, path. Merit pay was the "go" option. Ever since American Federation of Teachers president Randi Weingarten appeared at the National Press Club in November to announce that she was ready to negotiate with union-skeptic education reformers, and that "no issue should be off the table, provided it is good for children and fair to teachers," the eyes of edu-wonks nationwide have been trained on D.C., curious to see whether the union will make major concessions. Today the Washington Teachers' Union, the AFT's local affiliate, finally released their counter-proposal. But by the look of the public one-page summary document, it will remain difficult to reach common ground. The WTU's focus is on improving professional training and evaluation processes for teachers, and on making the school environment safer. In an interview last week, WTU President George Parker said D.C. teachers need training on "differentiated instruction," a method of tailoring the same lesson to the varying aptitude levels of students in one classroom. Parker also said D.C. needs to pull special education students and students with severe behavioral problems out of regular classrooms. But Rhee has frequently advocated for mainstreaming, and often publicly rails against special education lawyers and their attempts to procure privileges for their clients. Significantly, there is no mention in the WTU document of the most controversial aspect of Rhee's contract: the merit pay provisions. But in an interview with me two weeks ago, for an article that will appear in the Prospect's April print issue, Weingarten signaled that the union could accept some differentiated pay, but ideally only under a system that assessed the improvement of entire schools, instead of attempting to correlate individual students' achievement to the performance of their particular teachers. Rhee has appointed a working group of veteran teachers to create a new evaluation system, in an effort to reassure teachers that more than standardized test scores will be used to assess their performance under her plan. "The vast majority of teachers don't teach tested grades or tested subject areas," Rhee told me. "So clearly we have to put together an evaluation process that takes into account some measure of student achievement. But there are multiple ways to measure the academic progress of kids. We obviously want to look very carefully at the observation of classroom practice, and to do that in a much more robust and meaningful way." For Parker and Weingarten however, evaluation can only come after a serious look at D.C.'s instructional priorities -- what is taught and how. As long as Rhee believes staffing issues -- including the firing of ineffective teachers -- should precede an examination of D.C.'s classroom policies in areas such as curriculum and behavior, negotiations may be tense. --Dana Goldstein  

Titans Clashing does not include WTU President?

I was wondering how long the Washington Post Reporter Bill Turque could write on the constitutional responsibility of the WTU President without mentioning the WTU President?   Eighty per cent of the article is done before George Parker is even mentioned.  The article is generally pretty good for a biased newspaper but Turque is the exception to the Washington Post's jaundiced point of view.  Overall it is balanced and a must read for direction.  Once again the members find themselves depending upon the Washington Post for an understanding of what's happening.   Technically, this responsibility is George Parker's.  I am sitting watching the Super Bowl and no robo call.  That is a bad sign.  George Parker probably did not submit a proposal to Rhee.  Neither Weingarten, the WTU Executive Board nor I can do it.  What is the excuse this time?

 

New Blog information, Updates, and Features

I have Included some new cool stuff to keep you busy on my blog.  Check out the new widget additions on the side panels.  Includes pic, national and local education news with a teacher and labor focus.  The blogsphere is the future! 

The best Inauguration benediction was done for President Obama

This benediction by the Reverend Joseph Lowery was a personal highlight for my son and I as we watched the inauguration.  It is a definite keeper. I hope you enjoyed it as much as we did. 

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Testimony debunking Rhee's Teacher Quality Myth at DC City Council

Here is a copy of my written testimony before the city council concerning the issue of teacher quality.  All testimony is available for the record via this video version.  

Committee of the Whole
Public Hearing
Human Resources and Human Capital Initiatives
District of Columbia Public Schools

January 16, 2009

Testimony of Nathan A. Saunders
General Vice President
Washington Teachers’ Union, AFT Local 6, AFL-CIO
 

 
     Good morning Councilmember Gray, Members of the Washington, DC City Council, the General Public and employees of the District of Columbia Public Schools. My name is Nathan A. Saunders.  I am the General Vice President of the Washington Teachers’ Union.  I am a native Washingtonian and the highest ranking WTU elected official who pay taxes and resides in the District of Columbia.  In addition, I have a decade of service to the DCPS as a Certified and Highly Qualified Teacher in Social Studies, most notably at Anacostia Senior High School and Ballou Senior High School.

     I want to thank this council for attempting to live up to its responsibility of DC law 17-001 “The District of Columbia Public School Reform Act of 2007” by being an active partner in the public education process.  This public hearing is an example of your commitment, although much like the circumstances of the WTU, many times the same folks who courted you to get to the party now act as if you don’t exist.  But that is okay, we will persist forward for students of the DC Public School System.  
    

    Surely, I could write a dissertation’s worth of comments on the topic of today’s hearing regarding Human Resources and Human Capital Initiatives within the DCPS, however, the three minute time frame will limit my discussions today significantly.  The focus of my comments are directed toward the components of “Great People” as reflected in the Working Draft:  Making Student Achievement the focus: A five-year plan for the District of Columbia Public School as of October 2008.  It goes without saying that current conditions of progress amongst students and teachers in DCPS are not acceptable.  Not because of the foreword citing statistics in this report, but because the people on the front lines think that much more can be done academically for students and teachers.  Unfortunately, many employees on the front lines see teachers and students as the victims of abuse.  And frankly, I must agree. 

Executive Board formally reprimands Parker

WTU censures President George Parker

 

            The following resolution was successfully passed by the Executive Board by a vote of 9 to 4.  I am responding to telephone calls in reference to the actions of the WTU Executive Board October 30 2007 by providing a copy of the Censure Resolution: 

 Motion to Censure (formally reprimand) President George Parker

 

Whereas President Parker was elected to uphold the constitution of the Washington Teacher Union which includes requirements for delegate assembly and general membership meetings to provide union democracy and participation in the direction of the union. 

Whereas the Executive Board was elected to address executive policy matters between Delegate assembly meetings and serve as a check and balance function for the membership. 

Whereas President Parker has cancelled meetings and not responded timely to executive board members’ request for information or executive board motions directives such as reporting and documentation of activities including but not limited to the WTU contract negotiations, teacher placement, seniority and tenure information.   The resulting state of the WTU is one of membership confusion on contract negotiations, contract compliance and job security. 

Therefore be it resolved, that the Executive Board expresses its disappointment at, and censure of, President George Parker for ignoring the democratic principles of the WTU and his responsibility to comply with the executive policy as stated herein as established by the Executive Board of the Washington Teachers’ Union. 

Be it further resolved, that the Executive Board will direct its attorney to take the strongest legal action against President George Parker if the same behavior continues. 

Rhee's HR management creates Teacher classroom shortage

In May 2008, I sent Chancellor Rhee a letter at the request of the Executive Board and the Delegate Assembly to place existing teachers first and hire no new teachers until that was accomplished.  Unfortunately, she asserted her management rights and said basically why couldn't I be a nice respectful chum like George Parker.  Well, as hard head makes a soft backside.  She should have listened.  Here is why... 

It would have helped her avoid the current problem of shortages and disproportionate placement across the system.  This has led to the current news story on Channel 7 and the Washington Post Article by Bill Turque.  Bottom line is that Rhee's HR is new and inexperienced.  The operation is definitely not as good as Dr. Janey's.   My dealing's with HR evidences they do not know where personnel is located and therefore uniformly placing new personnel or reapportioning is near impossible.  Right now they are filling staff vacancies with warm bodies but not the right warm bodies as in certified teachers.  The story is correct in terms of substitutes manning classroom and no teaching happening.  With the big layoff in teachers' aides, classroom teachers are doing that job as well.  No teacher should be teaching area out of certification.  Anyone in the WTU encouraging you to do show should be reported to the executive board which includes George Parker and I. 

I look forward to receiving your emails. 

Official Call to Action Flyer for Adminstrators, Teachers, and Paraprofessionals

Feel free to download this Flyer and put it in your schools and workplace for interested parties to see. 

Download a_call_to_action_prayer_service_final.pdf

This is the press release.

Download Ecumenical_Service_For_Social_Justice_in_the_Workplace-Press_Release.doc

Send me an email if you desire to tell your story.  My email address is nasaunders@aol.com

WTU Board protest lack of legal information delivery

Tuesday, September 23, 2008 informational meeting reflected a significant milestone.  Upon hearing George’s presentation, it was apparent he was selling the Rhee/Parker Tentative Agreement, again.  The understanding before this meeting was the Polling firm of Gary Hart and Law firm O’Donnell, Schwartz and Anderson (Lee Jackson) would have time to make a complete and thorough presentation.  George "Filibuster" Parker talked for more than 2 hours to waste time.  He only inserted Lee Jackson in at certain integral points and in such a way he (Lee Jackson) could not make a substantive presentation.   The executive board members present demanded Lee be allowed to make his presentation with questions and answers from the membership like the executive board received.  Technically, 100% were in agreement- 6 voted yes with 3 abstained. We stood in protest and that was powerful.  It was clear George did not want the members to hear from the attorney.  Download your own personal copy of the written legal opinion which the executive board received. Send me feedback on whether you think you received this information from the attorney in George’s information meeting.  On aside, when asked the question of why answers to issues were different from George and Lee on the same issues.  Lee's response (I'm paraphrasing) was, "George told you the truth but I am telling you all of the truth."  That was priceless!

The Fallacy of Equivocation (switching up the meaning of commonly used terms) was used expertly in George's explanation of RIF/Abolishment as well as Tenure/Seniority.  Here is a simply help point:  Rhee does not want to RIF or Abolish teachers because she can not maintain the positions as fulltime employees on the budget if she does that.  She wants to fire or terminate teachers, allegedly for being ineffective, and replace them with new teachers.  That is her goal.  It is amazing misinformation could result in individuals signing away valuable employment rights.

Of course, George went into his “internal politics” discourse.  Then he led members down the path that I was just about to tell you something important - you need to hear this…  Members listened some more and he bamboozled them again.  At the end of the night, WTU members were thoroughly disgusted.  No new information was presented and they did not get to answer questions.  The meeting was a complete waste of time as the members were more frustrated afterwards.  This WAMU podcast was reflective as teachers are talking in their own words.  Just for the record, a members request for information is not “union infighting.”

Thanks for all the personal emails and words of encouragement. 

Fenty/Rhee responsible for DCPS failure to meet SPED progress

This opinion article by Colbert I. King discusses the failure of Mayor Fenty and Chancellor Rhee to be accountable for Special Education Progress- not the Teachers, not the teachers’ aides, or the building service staff but the Fenty/Rhee team.

…the D.C. government called on the carpet by a judge frustrated with the city's failure to meet the terms of a consent decree.

…events unfolded Wednesday in the courtroom of U.S. District Judge Paul L. Friedman.

Sitting in the dock were a who's who of Mayor Adrian Fenty's administration: Acting Attorney General Peter Nickles, D.C. Schools Chancellor Michelle Rhee and State Schools Superintendent Deborah Gist.

The impetus for the hearing was a report filed by court-appointed monitors Amy Totenberg and Clarence J. Sundram that detailed the city's failure to implement special-education reforms to which Fenty's government agreed last year. The 70-page report and supporting attachments documented how, when and why city officials failed to meet their legal obligations to D.C. children with special needs. The city's top lawyer and education leaders had to listen as the judge scolded them for not keeping their word to implement hundreds of settlements and hearing-officer decisions involving children who require special education services.

Here is a link to the Blackman/Jones consent decree as education activist and teachers should be aware of the contents.

I'm referring to children in foster care, young victims of neglect and abuse, the physically disabled, the mentally ill, people with mental retardation, juveniles in detention and inmates in jail.

All of them have been forced to turn to the courts because of D.C. government failures. All have been victimized by a D.C. government that breaks promises it has signed even before the ink is dry.

Well guess what other promises DCPS breaks? The collective bargain agreement with the WTU is broken with efficient breaches of contract. Teachers are oftentimes impeded from doing the job for children.

In the final analysis, whether the District government does right by the least among us depends upon those of us who are doing better.

It falls to us to demand that the city do right by children who need special education services; young victims of abuse and neglect; juveniles in need of supervision; and people too physically and emotionally ill to care for themselves.

This issue presents an opportunity for Fenty to live up to his accountability statements. What is his standard when he and Chancellor Rhee are deficient? Is he quick to act in that scenario?

Probable Unemployment = Serious longterm Risk w/ Rhee/Parker Contract

                                                                                                                                                                                                            

Just when you were considering voting yes for the Rhee/Parker Tentative Contract Agreement the new unemployment rates have been issued. 

The unemployment rate soared in August and employers slashed jobs, as a weakening in the labor market accelerated. The numbers suggest there is little good news ahead for American workers, who face deepening stress from several sides.

The jobless rate was 6.1 percent last month, up from 5.7 percent in July, the Labor Department said today. It is the highest unemployment rate in five years, and compares to joblessness of 4.1 percent one year ago.

Meanwhile, employers cut 84,000 jobs, the eighth straight month of losses and yet more evidence that businesses are cutting back. The report also revised July's jobs report to show steeper losses than previously estimated.

U.S. jobs and institutions have now eliminated 605,000 jobs this year. The number of unemployed stood at 9.4 million nationwide, and has grown 2.2 million over the past year.

The effects of unemployment are threefold for those affected:

They have less wealth, given falling home prices and a falling stock market. They can't get loans as easily to ride out the bad times, as banks and other lenders have become more cautious. And now the job market is deteriorating even worse than expected.

That hurts even those who don't lose their jobs, as they have less leverage to negotiate raises: The average weekly wage for nonmanagerial workers rose 3.3 percent in the last year, which is likely to be less than inflation during the same span.

The numbers you as a teachers ought remember for contract negotiations are:

That hurts even those who don't lose their jobs, as they have less leverage to negotiate raises: The average weekly wage for nonmanagerial workers rose 3.3 percent in the last year, which is likely to be less than inflation during the same span.

Wall Street, which suffered one of its worst trading days of the year on Thursday, headed lower again Friday as investors took stock of the latest employment numbers. The Dow Jones industrial average had lost more than 80 points after the first minutes of trading.

The unemployment rate rose most among women (for whom jobless rose to 5.3 percent from 4.7 percent), blacks (10.6 percent from 9.7 percent), and Hispanics (to 8 percent, from 7.4 percent). There is one possible silver lining in the weaker jobless numbers: In August, unemployment benefits were extended over a longer span, which may have made people more inclined to wait before accepting a job offer.

Look at Chicago-Same Story

This article is a must read in the Washington Post A Section for education activists and teachers in the District of Columbia.  Remember Maria Jones and the DC Coalition of Save our Neighborhood Schools?

Nathan

Here are some highlights:

CHICAGO -- It is the first week of school for Nadell Jackson, 13, and his brother Natavis, 14, and they are hoping to "get smarter and learn a lot more," in Nadell's words. But they often have to share books at the schools they attend on this city's South Side, meaning they can't take books home to study. Nadell craves better science books, and Natavis would like to see more after-school sports.

Science books and extracurricular activities are not lacking at New Trier Township High School in the northern suburb of Winnetka, which spends more than $15,000 annually on each student, compared with $10,000 per student in Chicago.

To protest this disparity between Chicago public schools and those in wealthier suburbs, the Jackson brothers were among about 1,000 students from Chicago who boycotted the first day of class Tuesday and instead showed up at New Trier and another suburban school asking to enroll. This demonstration was orchestrated by an Illinois state senator, James T. Meeks (D-Chicago), who is also a pastor at Salem Baptist Church on the South Side.

Special Education is poorly managed under Rhee

Prior to article coming out I gave you the lowdown first.  They have serious substantive violations in special education which will surface this year alone.  Cost will increase as opposed to decrease.  Highlights are:

• "This is a binding obligation, and it is not being met," said U.S. District Judge Paul L. Friedman, who signed the consent decree settling Blackman v. District of Columbia, a class-action lawsuit brought by parents protesting the public school system's delay in providing services to children with learning disabilities and physical or behavioral challenges. Friedman was responding to a new report by court monitors showing that hundreds of hearing officer decisions and settlement agreements have yet to be implemented within the timeframe required by the court order.

"I've read in the papers about all of Ms. Rhee's grand plans," said Friedman, who praised the chancellor for her reform efforts. But he added that the overarching theme in her initiatives was one of accountability.

• "My fundamental problem here is the lack of accountability, lack of coordination, lack of oversight, a lack of specific people who are rolling up their sleeves to get the job done," he said.

  Acting Attorney General Peter Nickles offered no defense for the lack of results.

• The report, written by court monitors Amy Totenberg and Clarence J. Sundram, described a fragmented internal effort to address the problem. After Rhee assumed her post in mid-2007, she replaced Marla Oakes, executive director of special education under Superintendent Clifford Janey, and named Phyllis Harris deputy chancellor for special education. Despite Harris's title, much of the critical work on compliance with Blackman was led by another top Rhee lieutenant, Richard Nyankori. For many months, their staffs worked as separate entities, the report noted.

  Friedman said he was particularly concerned with the monitors' finding that nine school officials responsible for working through the case backlog were reassigned in June 2007.

Plan B is here... Must Read

Heads up this is a hot issue amongst the teacher ranks concerning the Chancellor delivering on her threats against teachers or PLAN B.  I have some ideas about how to respond but give me some comments.  Needless to say, I believe this could be terrible for teachers in DCPS. 

I want to publicly thank the education activist who truly look out for the interest of public education.  They are on top of this issue and we should be, also.  Demand to see evidence of George Parker's written testimony concerning this legisation as well as evidence it was delivered timely.  I know WTU was asked for written comments.  Members must hold WTU accountable in regards to the duty of fair representation.  Demand that your union dues work for you as opposed to Chancellor Rhee. 

Let's get organized!

Nathan

*****************************************************************************

When these changes go through, it may make the two-tier approach of the teacher contract unnecessary.  The new licensing requirements will create a situation where teachers will have to demonstrate effectiveness but we don't know how.  And the new Regular I license will only be good for two years.  So teachers will have two years to prove effectiveness or they won't be renewed.  And people will be trained for teaching via a wider range of programs than is currently the case--using non-university programs; using non-profit providers. Could more varied training programs be better?  Or, could it water down the teaching profession?

I hope people will take note of this statement, "Between this licensing agreement and the administration's power to determine the evaluation tool used for teachers, the Chancellor is in a position to move quickly toward  teachers being in an at-will status with performance based tenure."

As a parent I am concerned that the effectiveness measures may require our children to be tested in every course, in every subject, in every grade. In my opinion, they already lose too much time to test prep and test taking.  Is it right to pass a policy change when we don't know how teacher effectiveness will be measured or what the impact on our children will be?

I encourage everyone to think about these proposed changes and write to the State Superintendent's office.  We have only until Sept 8 to make an impact on this policy.

Margot Berkey
On Thu, Aug 28, 2008 at 9:27 AM, Cathy Reilly <cathy.p.reilly@...> wrote:

The Office of the State Superintendent for Education has posted a proposal for licensing on the DC Register. Part two of the policy will require teachers to prove effectiveness for license renewal. Like the teachers contract, the criteria for effectiveness has not been worked out. OSSE has stated they will do this in the next 6 to 12 months.  There is nothing to prevent it happening more quickly.  Until then the current requirements for course or workshop hours will stay in place.  The renewal period will go from 5 to 4 years. 

The policy has been posted on the DC Register since August 8th. It will remain there for 30 days and then after reviewing comments and making any adjustments they feel are necessary, OSSE will approve it as public policy.  There is no vote on this by either the Board of Education or the DC City Council.  Comments should be sent to
Erika Lomax Director of Educator Quality Erika.Lomax@... <mailto:Erika.Lomax@...>

SHAPPE will submit comments.  Chancellor Rhee has stated that she is ready to move on from the contract issue.  Between this licensing agreement and the administration's power to determine the evaluation tool used for teachers, the Chancellor is in a position to move quickly toward  teachers being in an at-will status with performance based tenure. 

OSSE does not have control over the supports and conditions of teaching; they do have leverage on the federal funds but only in terms of withholding them.  Districts across the county are wrestling with how to fairly approach holding teachers responsible for what teachers can control in a way that can be measured.  There is fear of further narrowing education to test preparation.  There is tension as districts try to balance a focus on "results" with investment in creating and supporting an excellent professional teaching corps.

This policy sets the stage for a seismic shift.  Please send comments to Erika Lomax and your elected representatives.  This is too important to go forward without public input and debate. 

DC Register: http://newsroom.dc.gov/show.aspx?agency=os&section=37&release=14506&year=2008&file=file.aspx%2frelease%2f14506%2f7%
From the SHAPPE newsletter --
In order to have a Teaching Credential required or teaching in a DC Public School you must: (changes from current policy are noted in italics)
1.       Have a Bachelor's degree from an accredited institution of higher education.
2.      Currently applicants are required to complete a teacher preparation program in a college, university based state approved program to enter the DC teaching force. The proposed policy specifies that an applicant may be granted a Regular I teaching credential if they are enrolled in a college, university or  local education agency or non profit based state approved program.
3.      A background check will be required for all applicants not just DCPS employees
4.      Current regulations require the satisfactory completion of the PRAXIS 1.  Proposed revisions specify that SAT, GRE or ACT equivalent scores or scores on another nationally recognized test can be used instead of the PRAXIS.I (The SAT and ACT are tests given to high school students and  used for college entrance)
5.      Current regulations require completion of the PRAXIS II content exam in the area the applicant will be teaching with a qualifying score. The new policy adds other nationally recognized test as may be designated by the State Superintendent of Education with a qualifying score determined by the State Superintendent of Education.
6.      Applicants qualify for the Regular II teaching credential upon successful completion of a college, university, local education agency or non profit based state approved program.
7.      To qualify for additional licensure areas teachers currently have to complete current subject area course requirements. With this proposal teachers may successfully complete a subject matter major, equivalent, or the appropriate PRAXIS II content and pedagogy exams.
8.      The new policy introduces a one year non renewable transitional teaching credential which would be issued at the written request of the local education agency (LEA).

Terms and Renewal
1.      Standard licensure is currently renewable with the completion of 6 credit hours or 90 workshop hours every 5 years.  The proposal introduces a Regular I teaching credential which shall have a term of two years and is non renewable.

2.      Professional licensure is renewable currently with the completion of 90 workshop hours and 6 credit hours every 5 years. The policy introduces a Regular II Teaching credential which shall currently be renewable every 4 years with completion of 6 credit hours or 90 workshop hours.  However it will become non-renewable upon development and promulgation of final regulations that will require teachers to obtain an Advanced Teaching Credential.

In order for OSSE to develop the proposal for the advanced teaching credential substantial research into best practices and existing data/resources will be required to determine the most appropriate measure to "demonstrate effectiveness".  Ultimately, the new SLED (State Longitudinal Educational Data Warehouse) will serve as the primary means to correlate student performance with specific teachers. It will be necessary to identify an interim measure until the SLED system develops that capability. OSSE intends to develop a working group charged with this task, and projects a timeframe of six (6) months for completion.  The working group will also consider relevant non-academic factors that contribute to overall teacher and student performance and recommend a way to control for these factors in the final measure.

Once developed, OSSE and the State Board of Education will host an additional hearing to allow public input on both the guidelines for the advanced credential and the measure used to "determine effectiveness". 

Until then, the existing renewal structure will remain intact, such that the 'Regular II Teaching Credential' will be renewable for four years, upon completion of six(6) semester hours of coursework from an accredited institution of higher education or 90 hours of professional development.

These proposed rules seem to reflect a shift from guaranteed tenure for teaching positions (with minimal requirements for professional development), to at-will positions with performance-based tenure.

Objective Coverage of the WTU from Labor Notes Magazine

Labor Notes Magazine, September 2008, No. 354

D.C. Teachers Divided on Merit Pay Plan

— Paul Abowd

Washington, D.C.’s plan for its struggling school system first closed 23 schools. Now the district wants to abolish teachers’ job security and bring in a lucrative two-tier merit pay scheme. Teachers say it could lead to mass firings and favoritism. Photo: Darrow Montgomery

The Washington Teachers Union is on a collision course with D.C. schools chief Michelle Rhee over her plan to kill job security for teachers in exchange for merit pay—up to $20,000 a year in bonuses—and higher salaries.

D.C. is home to the second-highest number of charter schools in the country and a slowly declining school-age population. Mayor Adrian Fenty, who took control of the school system last year, believes the plan will get rid of bad teachers, motivate the rest, up student achievement, and raise the profile of a district that has lost 22,000 students and 1,500 teachers in 10 years.

But merit pay has been taboo in teachers unions because it pits teachers against each other, and because awards are often tied to students’ scores on the dreaded standardized tests. Teachers say the tests, loved by administrators looking for quick ways to measure student progress, are not only an unreliable gauge of learning but also a route to deadly dull classrooms.

In many districts, teachers already receive performance pay for attaining board certification, mentoring, or teaching in low-performing schools. Since the passage of the federal No Child Left Behind law, however, standardized tests have become the key measure of teacher performance and student achievement.

During 10 months of negotiations, Rhee’s proposals have created fault lines both within the union leadership and among its members. “This will attract teachers for the wrong reason,” said a veteran teacher and member of the WTU executive board. “Are they going to come for the pay or to make a difference for students?”

“I don’t consider this merit pay, because everyone would get a base pay raise,” said President George Parker. “This is incentive pay, which is a bonus for performance.”

When contract talks stalled in mid-July, Parker was criticized for convening meetings where the chancellor pitched her two-tier scheme to the local’s 4,200 teachers.

SEEING GREEN

Rhee is proposing that current teachers choose one of two tracks, Red or Green. Both include $5,000 “transition” stipends for two years, and better benefits.

Red track teachers would get a 31 percent raise over five years. Green teachers would get a smaller raise, but they’d be eligible for merit pay—as much as $20,000 a year if they met performance standards.

Many teachers left the meetings seeing green. “I’m looking at a 73 percent raise in one year,” said first-grade teacher Steve Oberly. “If we did this program for five years, I would have a retirement nest egg.”

To get on the merit-based pay plan, Oberly, a ten-year veteran, would undergo a year of probation, after which he could be dismissed for under-performance. Though fired teachers can appeal to an elected body of teachers and administrators, the school principal has the final say. Teachers say favoritism would rule the day.

“This could lead to mass terminations,” said Candi Peterson, a WTU trustee and building representative. “And they could get rid of a position, when they really want to get rid of a person.”

All new teachers would join the Green tier as at-will, probationary employees for four years. Over that period, they would see a 20 percent raise and up their total salary from $50,000 to $75,000—if they survived.

Teachers who chose the Red program and got fired would receive a salaried one-year leave or, for teachers with 20 years’ experience, an early retirement package. Green teachers would get nothing.

The union would be giving up job security across the board, as both plans do away with seniority for the hiring, firing, or placement of teachers. “There is no such thing as a safe tier,” said Peterson.

WTU’s parent union, the American Federation of Teachers, recently elected Randi Weingarten to the union’s top spot. As head of the New York City teachers union, Weingarten negotiated merit pay last fall, and her elevation signals AFT’s openness to such pay plans.

As early as 2002, the AFT endorsed what it calls “professional compensation,” but highlighted the pitfalls: “questionable or difficult-to-understand assessment procedures” and “teacher morale problems stemming from the creation of unfair competition.”

Opponents say D.C.’s merit plan contains the same dangers.

“They’re going to ask teachers to vote on this plan before determining how we’re going to be evaluated for performance pay,” Peterson said.

Solvency has been the biggest issue for merit schemes. “Numerous plans have begun in the last 40 years but they flat run out of money,” said Rob Weil, of AFT’s Educational Issues Department. “They’re often programs that we love, but when they require new money, they lose their luster.”

Rhee claims her pay plan has private backing from the Gates Foundation, among others, but only for five years. When this money runs out, she promises to free up resources by streamlining bureaucracy and ending the outsourcing of special education.

Her 20-year early-retirement plan, however, relies on a squeezed district budget. The city already rejected proposals for a 25-year plan last year.

LEADERSHIP SPLITS

The contract talks have exacerbated the rift between Parker and WTU’s Vice President, Nathan Saunders. After Parker barred him from speaking on behalf of the union, Saunders sued Parker, members of the executive board, and Rhee, charging them with conspiracy.

Saunders’ litigious streak has served the union well. A 2002 suit he filed uncovered a $5 million embezzlement scandal that sent then-WTU president Barbara Bullock to jail for nine years.

Now, Saunders and others are filing an unfair labor practice charge against Parker and Rhee after revelations that two nonprofits close to Rhee hired several teachers for $1,000 a week to lobby their colleagues to accept merit pay.

Despite internal divisions, the WTU is opposing any proposal that attacks tenure, a legal right shared by all D.C. employees. Tenure rights ensure due process and recognition of years of service in staffing decisions.

Meanwhile, Rhee has closed 23 schools in the last year, leaving 600 teachers awaiting re-assignment just weeks before school begins. According to Peterson, 78 instructors were fired in June. “Even though we have due process under the old contract, we’ve had people illegally terminated,” she said. “Imagine what it would be like with a weaker contract.”

New teachers can’t be hired, nor can negotiations move forward, until teachers are placed. Rhee’s push for a mid-July vote before the AFT national convention fizzled, heightening scrutiny of her proposals, and making an agreement unlikely before school begins in late August.

$15 million overspending Fenty/Rhee Snafu...Again for DCPS

This is an incomplete issue and Washington Post writer Bill Turque should keep digging.  There is absolutely more to this story.  How can DCPS rake in the dollars from special education out-placements in the future if the old bills are not paid.  Be reminded that Rhee is basing future teacher salary supports on this soft system of finance.  By the way, the DCPS special education program is in shambles and cost will probably increase as opposed to decrease in the near future.  You heard it here first.  A number of teachers who are not certified in special education are being place to teach special education children and an overall vision of providing special education services is absent. 

The Fenty administration wants to divert $15.2 million from several District agencies to cover a series of extra expenses in D.C. schools, including unpaid bills dating back to 2005 for textbooks and custodial supplies and nearly $9 million in private school tuition for special education students whose needs can't be met by the city.

It takes alot more than to simply say I am going to bring special education outplacement money back into the DCPS system.  That has been said by numerous DCPS superintendents to no avail.  In reality, Rhee appears to be dismantling crucial aspects of special education services as opposed to enhancing them such as services to visually impaired individuals, physical therapy, and the social work versus school counselor controversy.  How much of these funds will go to paying for management inefficiencies resulting from over-hiring personnel.  That is another soon to be revealed budget issue.

One commentator in the comments section of the original Washington Post article remarked that the culprit might be some employee not being forthcoming with the information as to how the problem originated.  What if Fenty/Rhee are the parties not forthcoming?

Parker gets "F" in Union History...

                      

This was part of the News Hour session with John Merrow.  Parker is not a disciple of Union history.  His statements are absolutely wrong.  Now you can see why he is the darling of the anti-union world.  Does he understand economic competition, union function and responsibility?  His knowledge and beliefs are the seeds of why WTU members are on the cusp of mass terminations, excessing, and the Rhee/Parker tentative contract agreement. 

JOHN MERROW: Rhee is hoping to tie teacher pay to student     achievement.  Because teacher union membership is declining, Rhee may have an edge in negotiations.

GEORGE PARKER: The charter school enrollment is increasing. Public school enrollment is decreasing. We are now a competitive school district where student achievement may very well determine our existence.

JOHN MERROW: More than a quarter of D.C.'s school-age children now attend public charter schools, where teachers do not have to belong to the union.

GEORGE PARKER: Normally, unions have not had to contend with any sense of accountability or responsibility for student achievement, and our existence and survival has not depended upon that.

JOHN MERROW: Why hasn't student achievement been a bread-and-butter issue for teacher unions all along?

GEORGE PARKER: I think that there has been a union paradigm of union and management of, "This is your turf. This is our turf."

Fenty's disrespect for working people

Thanks Phil Mendelson for standing up for working people.  Why is Mayor Fenty cutting out the Office of Labor Management Partnerships in the DC Government?

Mendelson says the unions have been feeling slighted by the administration.

"The government cannot succeed if its leaders are at war with its workers," Mendelson wrote. "I am sure that you agree that the working men and women in District government are vital partners as we strive to be a world-class city. Disbanding the OLMPC, and the labor management partnership councils, is incongruent with this goal. Quite simply, alienating those workers on whom we rely is a serious mistake."

Copy of the Anti-Fenty Flyer & Press Release via Denver, Colorado

This is a project I worked on in Denver, Colorado at the Democratic National Convention.  It was successful I am happy to report.  You should know the potential we, as union members, have to combat anti-union cancer with the assistance of our brothers and sisters from around the country.  Read it, distribute it, discuss it, and let's get organized.

Download 20081.08.27_Fenty_Flyer_FINAL.pdf

Download 200811.08.27_Fenty_Press_Release_FINAL.doc