Showing posts with label pay 125000 per year for teachers. Show all posts
Showing posts with label pay 125000 per year for teachers. Show all posts

Thursday, January 30, 2014

Orleans parish school system could easily have made things better rather than making them worse, now owes back pay to 7,000 fired teachers


The 2013 Orleans Parish School Board meets for the first time Jan. 14, 2013, at Hynes elementary in Lakeview. Danielle Dreilinger, NOLA.com | The Times-Picayune

Dear folks at Orleans parish school system:

You could so easily have made things better rather than making them worse.

The Orleans parish school system sounds remarkably similar to the school systems in Chicago and in Chiapas, Mexico--and here in San Diego. Like board members and administrators across the US, you have been shamefully cowardly when it comes to fixing schools.

Firing legions of teachers isn't the answer. First of all, the problem runs deeper than individual teachers. Second, you made a mess without fixing the huge problem in your schools. Of course, that just means that you're doing what the National School Boards Association expects from all board members.

The problem could be solved easily.

American schools are wasting resources. We under-utilize the top 10 % of teachers, and we over-utilize mediocre and incompetent teachers.

If New Orleans had properly used the skills of its top teachers, and at the same time allowed less competent teachers to play roles that they are fully capable of playing, it could have a superb school system today.

You New Orleans board members probably had some sincere desire to provide better teachers. But the only changes you would consider were those that had powerful political backers. So you probably deluded yourselves into thinking you were doing good for kids as well as for yourselves.

Why do most school board members refuse to do anything unless they get a political or personal advantage? Obviously, we keep electing the wrong people to school boards--people willing to play ball with the powerful usually get elected.

Sincerely,
Maura Larkins


Hey, New Orleans, You Probably Shouldn’t Have Fired Those 7000 Teachers After Katrina. #Payup
by Doktor Zoom
January 17, 2014

So it turns out that Louisiana’s attempt to “remake” public education after Katrina — which mostly consisted of opening up the state’s coffers to grifty charter schools and handing out vouchers for religious schools, regardless of their quality – has run into just a teensy bit of a problem: in their zeal to screw teachers’ unions, they also fired over 7000 teachers without due process, and a court in the teachers’ class-action suit has found that the teachers are entitled to damages. Not the full 5 years’ back pay and benefits the teachers sought, but 2-3 years’ pay, plus benefits for those who were enrolled in them before being fired:

The decision validates the anger felt by former teachers who lost their jobs. It says they should have been given top consideration for jobs in the new education system that emerged in New Orleans in the years after the storm.

Beyond the individual employees who were put out, the mass layoff has been a lingering source of pain for those who say school system jobs were an important component in maintaining the city’s black middle class.


It shouldn’t have happened in the first place, of course, but in the chaos following Katrina, pushers of charter schools and other schemes to privatize public education were quick to jump in and “help” — mostly helping themselves to large pools of money for “rebuilding.

And just to add insult to catastrophe, the influx of new reformers have changed the, shall we say, complexion of New Orleans schools, not to mention siphoning public money into private education companies:


More young, white teachers have come from outside through groups such as Teach for America. And charter school operators often offer private retirement plans instead of the state pension fund, which can discourage veteran teachers who have years invested in the state plan.

Though many schools have made a conscious effort to hire pre-Katrina teachers and New Orleans natives, eight years later, people still come to public meetings charging that outside teachers don’t understand the local students’ culture.


And just to underline the message that a new boss was in town, the 7,000 teachers were first put on “disaster leave without pay,” and then unceremoniously fired in 2006. For an extra kick in the teeth, the terminations themselves were often badly botched:

Notices were delivered to teachers’ old addresses, sometimes to houses that no longer existed, and they directed teachers wanting to appeal the layoff to come to the School Board’s building, which Katrina had destroyed. This happened even though state-appointed consultants Alvarez & Marsal had set up a hotline to collect teachers’ evacuation addresses.


The charters rushed in, able to pick and choose their students and with no obligation to hire teachers displaced by Katrina. The public school system was largely taken over by the state-run “Recovery School District,” leaving only 6 schools in the Orleans Parish School Board, down from 120. But hey, it was good for kids, and cost-effective… as long as the fired teachers didn’t win their class-action suit. Now that the teachers have won, the back pay and benefits may cost the state and the city $1.5 billion, according to an estimate by attorneys during the appeal. Oops, stupid due process. (Also, yes, that is billion with a b. We mathed it.)

Golly, it’s almost as if treating contracted employees as a bunch of storm-damaged debris to be carted off to the landfill was not such a cost-effective strategy after all.

[NOLA.com via Charles Pierce]


7,000 New Orleans teachers, laid off after Katrina, win court ruling
Danielle Dreilinger
NOLA.com | The Times-Picayune
January 16, 2014

In a lawsuit that some say could bankrupt the Orleans Parish public school system, an appeals court has decided that the School Board wrongly terminated more than 7,000 teachers after Hurricane Katrina. Those teachers were not given due process, and many teachers had the right to be rehired as jobs opened up in the first years after the storm, the court said in a unanimous opinion.

The state is partly responsible for damages, according to Wednesday's ruling from Louisiana's Fourth Circuit Court of Appeal. However, its five-judge panel did reduce the potential damages certified by the District Court: Instead of five years of back pay plus fringe benefits, the appeals court awarded the teachers two to three years of back pay, with benefits only for those employees who had participated in them when they were employed.

During the appeal, lawyers said the damages could amount to $1.5 billion.

The class-action case applies to all School Board employees who were tenured as of Aug. 29, 2005, the date that Katrina blasted up the Louisiana-Mississippi line and New Orleans levees failed, flooding much of the city. Many employees were members of the United Teachers of New Orleans, but the appeals court ruled that an earlier settlement with the union did not prevent this case from being tried.

The decision validates the anger felt by former teachers who lost their jobs. It says they should have been given top consideration for jobs in the new education system that emerged in New Orleans in the years after the storm.

Beyond the individual employees who were put out, the mass layoff has been a lingering source of pain for those who say school system jobs were an important component in maintaining the city's black middle class. New Orleans' teaching force has changed noticeably since then. More young, white teachers have come from outside through groups such as Teach for America. And charter school operators often offer private retirement plans instead of the state pension fund, which can discourage veteran teachers who have years invested in the state plan.

Though many schools have made a conscious effort to hire pre-Katrina teachers and New Orleans natives, eight years later, people still come to public meetings charging that outside teachers don't understand the local students' culture.

The 7,000-plus educators were initially placed on "disaster leave without pay" then terminated, a decision that was made final on March 24, 2006.

The circumstances of those layoffs rubbed salt in the wound, plaintiffs said: Notices were delivered to teachers' old addresses, sometimes to houses that no longer existed, and they directed teachers wanting to appeal the layoff to come to the School Board's building, which Katrina had destroyed. This happened even though state-appointed consultants Alvarez & Marsal had set up a hotline to collect teachers' evacuation addresses.

Meanwhile, the state took over almost all the city's public schools and radically expanded the opportunity to charter them. The tragedy of the storm offered the opportunity, reformers said, to make big changes that would give the children the education they deserved.

Schools reopened one at a time or in handfuls, in a decentralized system. The charters had complete control of their own hiring.

The defendants in the suit sought to justify the layoffs by saying they had no idea when or how many schools would reopen, and that they could not keep paying teachers for jobs that no longer existed. Almost all its schools had been taken over by the state Recovery School District, and the few remaining Orleans Parish public schools were dependent on state per-pupil funding to operate. With no students, there was no money.

In the end, the Orleans Parish School Board directly ran only six schools, down from more than 120. As of last year, the School Board directly employed only 600 people.

Civil District Court Judge Ethel Simms Julien initially ruled for the teachers in 2012. The appeal was argued in May.

The reduction in force

The appeals court panel that ruled Wednesday was composed of judges James McKay III, Edwin Lombard, Paul Bonin, Daniel Dysart and Roland Belsome, who wrote the opinion.

It said the School Board had the right to institute a reduction in force. But the method used by the board denied teachers their constitutionally protected right to be recalled to employment, the court said. Even with the schools closed, the School Board was legally required to create a "recall list" of teachers who were available to return to work. The board did not, even though it had that information.

Furthermore, the School Board should have used that list to rehire employees for jobs as they opened for the next two years.

"In failing to create the recall list, the appellees lost the opportunity for employment for a minimum of two years," Belsome wrote.

The court's decision did not address the question of whether employees had been properly notified of the layoffs or given a meaningful opportunity to appeal.

The state's role

During the appeals hearings, the judges challenged the plaintiffs to explain why the state was liable. The judges suggested the plaintiffs targeted the state for fear the local School Board wouldn't be good for the money.

Julien, the trial judge, had ruled the state was responsible for two reasons: Officials interfered wrongly with the teachers' employment contracts, and the state was a partner in managing the schools at the time. Cecil Picard, the state education superintendent at the time, had signed a memorandum of understanding with the School Board to overhaul the local board's finances, which resulted in consultants Alvarez & Marsal coming in.

The appeals court overturned both arguments. It said the memorandum of understanding did not create a broader legal partnership, and state law gave Picard the authority to take over New Orleans' schools, which resulted in the layoffs.

However, the appellate judges did think the state had some role: It should have rehired some of the teachers itself for the schools it commandeered for its Recovery School District.
The law governing the state district says that when schools are taken over, existing teachers "shall be given priority consideration for employment in the same or comparable position."

Wrote Belsome: "There is absolutely no evidence that qualified appellees were provided the consideration mandated by the statute. To the contrary, the record clearly shows that the state advertised for these positions nationally and contracted with Teach for America to hire inexperienced college graduates (who) did not have teacher certification."

For that reason, the state is responsible for an extra year of back pay and benefits to teachers who would have met the criteria to be rehired. That's much lighter than Julien's initial ruling, which made the state equally responsible with the Orleans school system for five years of back pay plus benefits.

Brent Barriere, lead attorney for the School Board, said he thought employees would not get paid if they had found other jobs.

Reaction

Willie Zanders, lead attorney for the plaintiffs, said the unanimity of the decision indicated the strength of their arguments.

"I'm very pleased and humbled at the same time," he said. "We have experienced, through the funerals and the phone calls, a lot of the hardships these educators have had to endure." Gwendolyn Ridgley, one of the seven lead plaintiffs, died in 2012.

He added, "It's a victory for them even though it's not the final step," referring to the state and School Board's right to appeal.

Barriere said the School Board was not ready to discuss the likelihood of an appeal. State Education Superintendent John White did not respond to a request for comment.

As expected, the union's parent organization, the Louisiana Federation of Teachers, was thrilled with the Fourth Circuit's ruling.

"These employees suffered a dual tragedy: Once when the levees broke and another when their livelihoods were taken from them," said federation attorney Larry Samuels.

But Carter, of United Teachers of New Orleans, said he thought the anger among veteran educators had begun to subside as newer teachers -- some of whom have joined the union -- understood "it wasn't the educators who were here who were the problem" before the storm. He supported what he called the "renaissance" in New Orleans education.


Orleans Parish School Board swears in members, chooses president
Danielle Dreilinger
NOLA.com | The Times-Picayune
on January 14, 2013

Orleans Parish School Board members were sworn in for a new four-year term on Monday, including three new representatives, Sarah Newell Usdin in District 3, Leslie Ellison in District 4 and Nolan Marshall II in District 7. The board also unanimously elected Ira Thomas as president and Ellison as vice president.

The Orleans Parish School Board currently oversees about one quarter of the parish's 80-odd schools, including Lusher, Ben Franklin and McMain. No schools have returned to OPSB control since the state created the Recovery School District to take over failing schools after Hurricane Katrina.

The new additions return the board to majority black membership. They may also shift the board's political leaning to a slightly more conservative stance, though where Marshall stands remains unclear. Though he is a lifelong Democrat, his father was a Republican and he has expressed measured support for the charter school movement.

The highest-profile new member is Sarah Newell Usdin, who led the reform incubator New Schools for New Orleans. She raised over $150,000 for her school board bid, far outpacing other candidates, much of it from supporters outside the district.

Ellison, a religious conservative, replaces liberal Lourdes Moran on the West Bank.

This spring, the board is set to choose a permanent superintendent to replace interim Superintendent Stan Smith.

Tuesday, August 21, 2012

Here's how every child can have an excellent teacher--without firing any teachers!

WHY WE NEED TO USE CLASSROOM TEACHERS DIFFERENTLY

"There’s very good evidence that teacher quality matters a lot in terms of student performance in school and success later on in life. The economist Raj Chetty of Harvard, for example, has found that students randomly placed with more experienced kindergarten teachers not only perform better on tests but earn more and save more for retirement as adults, are likelier to go to college, and go to better colleges than their peers with less experienced teachers. Eric Hanushek of Stanford estimates that a good teacher – defined as at the 84th percentile, or one standard deviation above the mean for you stats nerds – provides students with test scores associated with an increase of between $22,000 and $46,000 in lifetime earnings."--Washington Post

Lots of kids get stuck for years with various incompetent teachers, but it doesn't have to be that way. We can fix the problem. And not spend any extra money!

Am I crazy to think this?

HERE'S THE MATH:

Here's the comparison for four classrooms and one extra salary (in thousands):

Currently: $60 + $60 + $60 + $60 + $60 = $300

New plan: $100 + $50 + $50 + $50 + $50 = $300

HERE'S THE PLAN:

An excellent teacher could come into each classroom for just a few hours a week and make a huge difference--if that teacher had responsibility for student success and authority to make decisions.

Parents should not need political clout to get a good teacher for their child. Every student should--and could--have a great teacher, without wasting time and energy on the losing battle to fire incompetent teachers.

The truth is that the critical moments in learning don't happen continuously five hours a day. They add up to at most a couple of hours each day, and probably much less. The rest of the time an ordinary, mediocre teacher can handle the skill practice and lesson reinforcement, computer activities, art projects, silent reading (how much skill is needed to be in charge of that?) and so on.

GIVING SUPPORT TEACHERS A REAL JOB

At my old school we were paying a top salary--well over $60,000, for a computer teacher who was very nice, but her job was merely to familiarize kids with computer programs. An aide could have done the job. When the principal (Ollie Matos) tried to switch that computer teacher to giving basic reading and math lessons, the teachers went ballistic. The story became a sensation in the San Diego Press, and a group of angry teachers were named the "Castle Park Five" by San Diego Union-Tribune editor Don Sevrens. Basically, what the teachers wanted was 45 minutes a week in which they could send their students to another teacher. But in my plan, classroom teachers would have this kind of help and relief for more than an entire day each week! The nice computer teacher could become a master teacher!

Resource teachers like computer teachers and language and math support teachers could become master teachers. And let's face it: how much good are those resource teachers able to do? They go around and offer suggestions, but they are really doing the equivalent of passing out band-aids. I would never want such a job. It might be relaxing not to have direct responsibility for student learning, but isn't that the point of being a teacher?

NO MORE ABUSIVE TEACHERS

Academics would not be the only thing that master teachers would be responsible for. Abusive, immature teachers with a habit of undermining students could be overruled and guided by the master teacher.

WE COULD SAVE MONEY!

Why do we pay bad teachers the same amount of money as good teachers? It makes no sense!

Excellent teachers should be paid much more than average teachers, and could be responsible for all students in several classrooms.

Each classroom could have a full-time regular teacher who be paid a lower salary, but would be eligible to become a master teacher. The master teacher would also be responsible for helping and guiding the regular teacher.

Here is a chart of average teacher salaries in the US.

In California the average teacher salary is roughly $60,000 (with a starting salary of $35,000.)

We could allow regular teachers to rise in salary to an average of $45 thousand, and allow master teachers to rise to an average of $90 thousand--for overseeing four classrooms.

Money for support teachers and teacher aides would be switched to master teacher positions in the classrooms. (Of course, special education would still require teacher aides.) Some people who are currently teacher aides could become regular teachers.)

Here's the comparison for four classrooms and one extra salary (in thousands):

Currently: $60 + $60 + $60 + $60 + $60 = $300

New plan: $92 + $47 + $47 + $47 + $47 = $300

MEANINGFUL EVALUATIONS OF TEACHERS WOULD BE REQUIRED

Of course, meaningful evaluations of teachers would have to be instituted to make this plan work. Current evaluation systems are worse than useless. My plan would call for frequent observations by both master and regular teachers, but they would observe classrooms in other districts to keep school politics out of the process as much as possible. The observations would have a beneficial side effect: they would allow teachers to get pick up new ideas.

I believe it would be good to use student test scores when choosing who is to be a master teacher, but I don't think it's absolutely necessary. The good thing about it is that it would take some of the politics out of teacher evaluation. It should be noted that although student test scores vary widely from year to year for most teachers, some teachers do get consistently high scores from their students year after year.

Thursday, August 16, 2012

Here's how every child can have an excellent teacher--without firing any teachers!

There’s very good evidence that teacher quality matters a lot in terms of student performance in school and success later on in life. The economist Raj Chetty of Harvard, for example, has found that students randomly placed with more experienced kindergarten teachers not only perform better on tests but earn more and save more for retirement as adults, are likelier to go to college, and go to better colleges than their peers with less experienced teachers. Eric Hanushek of Stanford estimates that a good teacher – defined as at the 84th percentile, or one standard deviation above the mean for you stats nerds – provides students with test scores associated with an increase of between $22,000 and $46,000 in lifetime earnings.--Washington Post

Lots of kids get stuck for years with various incompetent teachers, but it doesn't have to be that way. We can fix the problem. And save money!

Am I crazy to think this?

HERE'S THE MATH:

Here's the comparison for four classrooms and one extra salary (in thousands):

Currently: $60 + $60 + $60 + $60 + $60 = $300

New plan: $100 + $50 + $50 + $50 + $50 = $300

HERE'S THE PLAN:

An excellent teacher could come into each classroom for just a few hours a week and make a huge difference--if that teacher had responsibility for student success and authority to make decisions.

Parents should not need political clout to get a good teacher for their child. Every student should--and could--have a great teacher, without wasting time and energy on the losing battle to fire incompetent teachers.

The truth is that the critical moments in learning don't happen continuously five hours a day. They add up to at most a couple of hours each day, and probably much less. The rest of the time an ordinary, mediocre teacher can handle the skill practice and lesson reinforcement, computer activities, art projects, silent reading (how much skill is needed to be in charge of that?) and so on.

GIVING SUPPORT TEACHERS A REAL JOB

At my old school we were paying a top salary--well over $60,000, for a computer teacher who was very nice, but her job was merely to familiarize kids with computer programs. An aide could have done the job. When the principal (Ollie Matos) tried to switch that computer teacher to giving basic reading and math lessons, the teachers went ballistic. The story became a sensation in the San Diego Press, and a group of angry teachers were named the "Castle Park Five" by San Diego Union-Tribune editor Don Sevrens. Basically, what the teachers wanted was 45 minutes a week in which they could send their students to another teacher. But in my plan, classroom teachers would have this kind of help and relief for more than an entire day each week! The nice computer teacher could become a master teacher!

Resource teachers like computer teachers and language and math support teachers could become master teachers. And let's face it: how much good are those resource teachers able to do? They go around and offer suggestions, but they are really doing the equivalent of passing out band-aids. I would never want such a job. It might be relaxing not to have direct responsibility for student learning, but isn't that the point of being a teacher?

NO MORE ABUSIVE TEACHERS

Academics would not be the only thing that master teachers would be responsible for. Abusive, immature teachers with a habit of undermining students could be overruled and guided by the master teacher.

WE COULD SAVE MONEY!

Why do we pay bad teachers the same amount of money as good teachers? It makes no sense!

Excellent teachers should be paid much more than average teachers, and could be responsible for all students in several classrooms.

Each classroom could have a full-time regular teacher who be paid a lower salary, but would be eligible to become a master teacher. The master teacher would also be responsible for helping and guiding the regular teacher.

Here is a chart of average teacher salaries in the US.

In California the average teacher salary is roughly $60,000 (with a starting salary of $35,000.)

We could allow regular teachers to rise in salary to an average of $45 thousand, and allow master teachers to rise to an average of $90 thousand--for overseeing four classrooms.

Money for support teachers and teacher aides would be switched to master teacher positions in the classrooms. (Of course, special education would still require teacher aides.) Some people who are currently teacher aides could become regular teachers.)

Here's the comparison for four classrooms and one extra salary (in thousands):

Currently: $60 + $60 + $60 + $60 + $60 = $300

New plan: $92 + $47 + $47 + $47 + $47 = $300

MEANINGFUL EVALUATIONS OF TEACHERS WOULD BE REQUIRED

Of course, meaningful evaluations of teachers would have to be instituted to make this plan work. Current evaluation systems are worse than useless. My plan would call for frequent observations by both master and regular teachers, but they would observe classrooms in other districts to keep school politics out of the process as much as possible. The observations would have a beneficial side effect: they would allow teachers to get pick up new ideas.

I believe it would be good to use student test scores when choosing who is to be a master teacher, but I don't think it's absolutely necessary. The good thing about it is that it would take some of the politics out of teacher evaluation. It should be noted that although student test scores vary widely from year to year for most teachers, some teachers do get consistently high scores from their students year after year.

Friday, June 05, 2009

It's the teachers, stupid! Pay $125,000 a year, and the whole picture will change

"Excellent teachers — and not revolutionary technology, talented principals or small class size — are the critical ingredient for success..."
(see full story below)

I agree with this concept. I believe that children taught by really good teachers will outstrip others within a few years.


Next Test: Value of $125,000-a-Year Teachers
The New York Times
By ELISSA GOOTMAN
June 4, 2009

So what kind of teachers could a school get if it paid them $125,000 a year?

An accomplished violist who infuses her music lessons with the neuroscience of why one needs to practice, and creatively worded instructions like, “Pass the melody gently, as if it were a bowl of Jell-O!”

A self-described “explorer” from Arizona who spent three decades honing her craft at public, private, urban and rural schools...

They are members of an eight-teacher dream team, lured to an innovative charter school that will open in Washington Heights in September with salaries that would make most teachers drop their chalk and swoon; $125,000 is nearly twice as much as the average New York City public school teacher earns...

The school, called the Equity Project, is premised on the theory that excellent teachers — and not revolutionary technology, talented principals or small class size — are the critical ingredient for success...

The school’s founder, Zeke M. Vanderhoek, 32, a Yale graduate who founded a test prep company, has been grappling with just these issues...

The Equity Project will open with 120 fifth graders chosen this spring in a lottery that gave preference to children from the neighborhood and to low academic performers; most students are from low-income Hispanic families. It will grow to 480 children in Grades 5 to 8, with 28 teachers.

The school received 600 applications. Mr. Vanderhoek interviewed 100 in person.

Along the way, Mr. Vanderhoek, who taught at a middle school in Washington Heights before founding Manhattan GMAT, learned a few lessons.

One was that a golden résumé and a well-run classroom are two different things. “There are people who it’s like, wow, they look great on paper, but the kids don’t respect them,” Mr. Vanderhoek said.

The eight winning candidates, he said, have some common traits, like a high “engagement factor,” as measured by the portion of a given time frame during which students seem so focused that they almost forget they are in class. They were expert at redirecting potential troublemakers, a crucial skill for middle school teachers. And they possessed a contagious enthusiasm...

Teachers said the rigorous selection process was more gratifying than grueling.

“It’s so refreshing that somebody comes to a teacher and says, ‘Show me what you know,’ ” said Oscar Quintero, who goes by Pepe and will teach special education. “This is the first time in 30 years of teaching that anybody has been really interested in what I do.”

[Maura Larkins' comment: In all my years at CVESD, no one ever showed any interest in what I knew. Year after year I learned more and more, but both principals and teachers were interested in politics, not knowledge.]

The school will use only public money for everything but its building...

...There will be no deans, substitute teachers (except for extended leaves)... Teachers will work longer hours and more days, and have 30 pupils, about 6 more than the typical New York City fifth-grade class.

The principal, Mr. Vanderhoek, will earn just $90,000. Teachers will not have the same retirement benefits as members of the city’s teachers’ union. And they can be fired at will...