view from inside

‘They talk about you like you’re furniture.’ Three teachers on what it’s like to be in the Absent Teacher Reserve.

PHOTO: Creative Commons / William J Sisti

Fighting to get hired. Teaching subjects they aren’t trained in. Feeling disrespected and stigmatized.

Members of New York City’s pool of unassigned teachers say there’s a lot that people don’t understand about their situation. Though there are about 800 educators currently in the Absent Teacher Reserve, their voice is rarely included in public debate over what to do about the $152 million pool.

The education department recently released figures that shed some light on who is in the ATR, and the numbers could fuel critics who say it’s full of undesirable teachers. About a third of educators entered the pool because of disciplinary or legal reasons, and they are more likely to be poorly rated than teachers citywide, according to city data.

But those figures don’t speak to the day-to-day experience of educators who travel between schools without a permanent position.

Chalkbeat spoke with three teachers to learn what it’s like to be in the much-maligned pool. Here are their stories.

“I do think it’s hopeless.”

Deborah Williams was a literacy coach working with teachers at two schools — one in the Bronx and one in Manhattan. But Williams felt she lacked the support and cooperation she needed from the principals she worked with. She wanted to go back into the classroom as a reading teacher.

Deborah Willliams

Instead, she was unable to find another position and wound up in the ATR pool. That was in 2006. Now, with 25 years of experience and a $110,000 salary, Williams said her relatively high pay makes it impossible to get hired permanently.

“The principals don’t even respond. It’s moot,” she said.

While she feels most qualified to work in early grades, Williams has taught high school English, bilingual students and even trigonometry. Williams said she spent five years at one elementary school teaching reading as an ATR. She pulled students out of class to work one-on-one and coached other teachers.

“I loved it there,” she said. The principal “treated me no differently than any other teacher.”

But Williams said the principal didn’t want to take on her salary, so she was never permanently hired. She still applies for jobs regularly, she said.

“I do think it’s hopeless,” she said. “I don’t think I’ll be hired because of my salary.”

Principals have balked at the cost of teachers in the ATR pool, who tend to be more senior and therefore earn more. Department figures show that teachers in the pool earn an average salary of $94,000 and have 18 years of experience with the city.

The education department recently announced it would help subsidize the salaries of teachers hired from the ATR, but only for the first two years.

‘It’s not fair to the kids and it’s not fair to the teacher.’

Leonard Robertson is a music teacher with a dozen years of experience in New York City classrooms, and multiple masters degrees in his field. None of those qualifications came in handy when he was placed in a Italian classroom last school year.

Leonard Robertson

Robertson doesn’t speak Italian. So facing a month-long assignment to teach high school students the language, Robertson turned to opera.

“How do you break it down to show children they can do this?” he asked himself. “Language has the same thing music has: Meter, it goes over time. You can do things with words.”

Robertson entered the ATR in 2013, after the music program at the Brooklyn Academy for Science and the Environment high school was cut. Since then, he has bounced from school to school, often substituting for teachers in subjects he has no experience teaching.

“It’s not fair to the kids and it’s not fair to the teacher,” he said.

Figures released by the education department show that only 74 percent of ATR teachers were rated effective, highly effective or satisfactory in 2015-16, compared to 93 percent of all city teachers. But Robertson said the evaluation system is stacked against teachers in the ATR, who are often teaching subjects outside of their expertise and given short-term assignments.

Professional development is almost nonexistent for ATR members, Robertson added. In fact, he said, teachers in the ATR are often subbing so that other teachers can go attend training sessions.

“I can’t compete if I don’t know what’s going on,” he said.

Randy Asher, the former Brooklyn Technical High School principal now tasked with helping the education department shrink the ATR, said teachers in the pool have access to trainings, often referred to as professional development or PD. But he conceded that it’s often not sustained or targeted to the teacher’s needs, since they are bounced from school to school.

“I don’t think it’s hard to get PD,” Asher said. “I think it’s hard to get constant PD on a regular basis.”

Robertson said he has received multiple “unsatisfactory” evaluations and been the subject of disciplinary complaints. But he largely attributes those to the difficulties of being in the ATR and feels he’s been unfairly targeted.

Under a new city policy, members of the ATR will be placed in year-long positions in schools that still have openings as of Oct. 15. The change will allow ATR members to engage in professional development and be evaluated by their principals, just like any other teacher in the building, Asher said.

‘They talk about you like you’re furniture.’

Kathy Perez has been teaching for more than two decades. But when she steps into New York City schools, that experience doesn’t seem to matter.

“When I go to work now, I don’t have a name. My name is ‘ATR,’” she said. “They talk about you like you’re furniture. I’ve heard conversations where I’m sitting there and they say, ‘Well, I’ve got the ATR here.’

“It’s like, ‘I’ve been in your building for a month. You can use my name.’”

Before Perez was first relegated to the ATR in 2009, she was a reading specialist in Queens. With a masters degree and certification in reading, she worked with struggling students, many of whom were still learning English. Her position was eliminated.

Perez found a new position at M.S. 72 Catherine and Count Basie in Jamaica, Queens. But Perez said she was pushed and trampled by students there, requiring surgery for her back and knee. She sued the education department and the city settled the case.

Then, Perez said, she was placed right back in the same school. She refused, and ended up back in the ATR. The stigma of being in the pool weighs on many teachers, she said, and makes it difficult to find another position.

“You’re not treated with any sense of dignity or professionalism,” Perez said. “You hear everywhere that you need to get fired and you need to just find a job. I’ll tell you something: I have a job. I go to work every day.”

Perez wants to find another position under her reading license. Otherwise, she would lose her tenure and seniority.

“I teach kids how to read, and I’m darn good at it and Iove it,” she said. “That’s where I want to be.”

hurdle cleared

Indiana’s federally required education plan wins approval

PHOTO: Courtesy of the Indiana Department of Education
State Superintendent Jennifer McCormick greets elementary school students in Decatur Township.

U.S. Education Secretary Betsy DeVos has signed off on Indiana’s federally required education plan, ushering in another era of changes — although not exactly major ones — to the state’s public school system.

The U.S Department of Education announced the plan’s approval on Friday. Like other states, Indiana went through an extensive process to craft a blueprint to comply with the Every Student Succeeds Act, or ESSA, which was signed into law in 2015.

“Today is a great day for Indiana,” state Superintendent Jennifer McCormick said in a statement. “Our ESSA plan reflects the input and perspective of many stakeholders in communities across our state. From the beginning, we set out to build a plan that responded to the needs of Hoosier students. From our clear accountability system to our innovative, locally-driven approach to school improvement, our ESSA plan was designed to support student success.”

The federal government highlighted two aspects of Indiana’s plan. One is a pledge to close achievement gaps separating certain groups of students, such as racial and ethnic groups, from their peers by 50 percent by 2023.

Another is a staple of other states’ plans, as well: adding new ways for measuring how ready students are for attending college or starting their careers. Indiana education officials and lawmakers have made this a priority over the past several years, culminating in a new set of graduation requirements the Indiana State Board of Education approved late last year.

Under Indiana’s plan, high schoolers’ readiness will be measured not just by tests but also by performance in advanced courses and earning dual credits or industry certifications. Elementary school students will be measured in part by student attendance and growth in student attendance over time. Test scores and test score improvement still play a major role in how all schools are rated using state A-F letter grades.

In all, 35 states’ ESSA plans have won federal approval.

Advocates hope the law will bring more attention to the country’s neediest children and those most likely to be overlooked — including English-learners and students with disabilities.

Indiana officials struggled to bring some state measures in line with federal laws, such as graduation requirements and diplomas.

Under the state’s ESSA plan, A-F grades would include these measures (see weights here):

  • Academic achievement in the form of state test scores.
  • Test score improvement.
  • Graduation rate and a measure of “college and career readiness” for high schools.
  • Academic progress of English-language learners, measured by the WIDA test.
  • At least one aspect of school quality. For now, that will be chronic absenteeism, but the state hopes to pursue student and teacher surveys.

The last two are new to Indiana, but represent ESSA’s goal of being more inclusive and, in the case of chronic absenteeism, attempting to value other measures that aren’t test scores.

Because the Indiana State Board of Education passed its own draft A-F rules earlier this month — rules that deviate from the state ESSA plan — it’s possible Hoosier schools could get two sets of letter grades going forward, muddying the initial intent of the simple A-F grade concept parents and community members are familiar with.

The state board’s A-F changes include other measures, such as a “well-rounded” measure for elementary schools that is calculated based on science and social studies tests and an “on-track” measure for high schools that is calculated based on credits and freshman-year grades. Neither component is part of  the state’s federal plan. The state board plan also gets rid of the test score improvement measure for high-schoolers.

While that A-F proposal is preliminary, if approved it would go into effect for schools in 2018-19.

The state can still make changes to its ESSA plan, and the state board’s A-F draft is also expected to see revisions after public comment. But the fact that they conflict now could create difficulties moving forward, and it has led to tension during state board meetings. Already, the state expected schools would see two years of A-F grades in 2018. If both plans move forward as is, that could continue beyond next year.

Read: Will Indiana go through with a ‘confusing’ plan that could mean every school winds up with two A-F grades?

Find more of our coverage of the Every Student Succeeds Act here.

turnaround

Aurora recommends interventions in one elementary school, while another gets more time

Students during PE class at Lyn Knoll Elementary School in 2016 in Aurora, Colorado. (Photo by Helen H. Richardson/The Denver Post)

Aurora school district officials on Tuesday will recommend turning over management of some operations at one of their elementary schools to an outside management company.

The school, Lyn Knoll Elementary, is located in northwest Aurora near 2nd Avenue and Peoria Street and serves a high number of students from low-income families, with 4 percent of students identified as homeless. The school was one of three Aurora schools that earned the lowest rating from the state in 2017.

That rating automatically flags the school under a district process for school interventions. The process directs district officials to consider a number of possible improvement plans, including closure or turning the school over to a charter school.

Lyn Knoll has had good rankings in recent years before slipping dramatically in the past year, a change that put it on the turnaround list. The district did not recommend intervening at Paris Elementary, even though that school has been in priority improvement for years and will face state sanctions if it has one more year without improvement.

Annual ratings for Lyn Knoll Elementary

  • 2010: Improvement
  • 2011: Improvement
  • 2012: Performance
  • 2013: Improvement
  • 2014: Priority Improvement
  • 2016: Performance
  • 2017: Turnaround
Colorado Department of Education

The board will discuss the recommendation on Tuesday and vote on the school’s fate next month. In November, four union-backed board members who have been critical of charter schools won a majority role on the district’s school board. This will be their first major decision since taking a seat on the board.

In September, Superintendent Rico Munn had told the school board that among January’s school improvement recommendations, the one for Paris would be “the most high-profile.” A month later the district put out a request for information, seeking ideas to improve Aurora schools.

But in a board presentation released Friday, district officials didn’t give much attention to Paris. Instead, they will let Paris continue its rollout of an innovation plan approved two years ago. Officials have said they are hopeful the school will show improvements.

The recommendation for Lyn Knoll represents more drastic change, and it’s the only one that would require a board vote.

The district recommendation calls for replacing the current principal, drafting a contract for an outside company to help staff with training and instruction, and creating a plan to help recruit more students to the school.

Documents show district officials considered closing Lyn Knoll because it already has low and decreasing enrollment with just 238 current students. Those same documents note that while officials are concerned about the school’s trends, it has not had a long history of low ratings to warrant a closure.

In considering a charter school conversion, documents state that there is already a saturation of charter schools in that part of the city, and the community is interested in “the existence of a neighborhood school.” Two charter networks, however, did indicate interest in managing the school, the documents state.
The district recommendation would also include stripping the school’s current status as a pilot school.

Lyn Knoll and other schools labeled pilot schools in Aurora get some internal district autonomy under a program created more than 10 years ago by district and union officials.

Because Lyn Knoll is a pilot school, a committee that oversees that program also reviewed the school and made its own recommendation, which is different from the district’s.

In their report, committee members explained that while they gave the school low marks, they want the school to maintain pilot status for another year as long as it follows guidance on how to improve.

Among the observations in the committee’s report: The school doesn’t have an intervention program in place for students who need extra help in math, families are not engaged, and there has not been enough training for teachers on the new state standards.

The report also highlights the school’s daily physical education for students and noted that the school’s strength was in the school’s governance model that allowed teachers to feel involved in decision making.

Read the full committee report below.