contract sport

Teachers union declares impasse in contract negotiations

The city teachers union declared this afternoon that its contract talks with the city are deadlocked and asked a state employment panel to intervene.

The move takes the negotiations one step closer to fact-finding and arbitration, a complex process that observers say could mean nearly a year before a new contract is reached.

“Despite weeks of meetings and discussions, we have not been able to make real progress in our efforts to reach a new contract with the Department of Education,” United Federation of Teachers president Michael Mulgrew said in a statement.

“The UFT has no choice but to reach out to a neutral third party to help resolve the differences that are preventing us from a new agreement that is fair to our members and to the parents and children who rely on the New York City public schools,” he said.

A spokesman for the city, Jason Post, would not comment on the UFT’s move.

The declaration of impasse comes at a sensitive time for the relationship between the teachers union and the city. The city is currently pushing for legislative changes that would change how teachers are evaluated and make it easier for them to be fired.

Mayor Michael Bloomberg has pitched those changes as necessary to make the state more competitive for federal Race to the Top grants, which would mean changes would need to be inserted into a bill that Governor David Paterson wants passed before Tuesday’s federal deadline.

State Assembly Speaker Sheldon Silver, on the other hand, has said that how teachers are judged, hired and fired are “contractual issues that should be dealt with at the bargaining table.”

Long-time UFT member Peter Goodman said the timing of the declaration may also simply be a practical matter if the union wants to reach the fact-finding stage by the end of the school year.

“There’s sort of a clock,” Goodman said, noting in the past it has taken six to nine months from the declaration of an impasse to the beginning of the fact-finding process. “The longer you wait, you push the fact-finding back. I think they’ve already waited a long time.”

In November, the union passed a resolution giving Mulgrew power to declare the impasse, signaling that this step was on the way. The next step is for the state’s Public Employment Relations board to confirm that talks have indeed stalled and then bring in a mediator to re-launch negotiations. Failing mediation, a fact-finding panel would then be called in to make recommendations for a settlement.

The UFT’s contract with the city expired last October, but a statute allows teachers to continue to work under an expired contract until a new one has been negotiated. That contract was reached through negotiations in 2007, but the UFT’s prior two rounds of contract talks with the city, in 2005 and 2002, went to fact-finding panels before they were resolved.

The full press release from the union is below:

UFT DECLARES IMPASSE IN CONTRACT NEGOTIATIONS

Asks state panel to intervene in stalled talks

The United Federation of Teachers, saying that talks to replace its
expired contract had reached an impasse, today asked the New York State
Public Employment Relations Board (PERB) to intervene in the
negotiations.

If PERB finds that an impasse exists, the state agency will appoint a
mediator to bring the sides together.  If mediation fails, PERB would
then appoint a fact-finding panel to hold hearings and make a
recommendation for a settlement.

UFT President Mike Mulgrew said, “Despite weeks of meetings and
discussions, we have not been able to make real progress in our efforts
to reach a new contract with the Department of Education.  The UFT has
no choice but to reach out to a neutral third party to help resolve the
differences that are preventing us from a new agreement that is fair to
our members and to the parents and children who rely on the New York
City public schools.”

The UFT’s most recent contract was a two-year pact that expired October
31, 2009.

If mediation were to fail, a fact-finding panel would have three
appointees.  Fact-finding produces non-binding recommendations designed
to help the parties craft a final settlement.

Under the Taylor Law that governs relations between management and
public employee labor unions, wages, benefits and all other provisions
of contracts continue in place until new agreements are reached,
including during the impasse/mediation/fact-finding process.

Three times in the last 17 years — in 2005, 2002 and 1993 — the
recommendations of fact-finding panels have helped the UFT and the
DOE/city reach agreements to replace expired teacher contracts.

HISTORY OF UFT/DOE FACT-FINDING

1993 — a contract dispute between the UFT and the Board of Education
(during the Dinkins administration) was submitted to the fact-finding
process. A fact-finding panel made a recommendation for a pay package
that slightly exceeded the city “pattern” of 8-1/4 per cent;  that
recommendation became the framework for a settlement.

2001 — In March the UFT asked PERB to declare that an impasse existed
in its contract talks with the Board of Education and the administration
of Mayor Giuliani.  A mediator was appointed in April of that year.
Mediation failed, a fact-finding panel was appointed, and the panel
began hearings in December.

In April 2002 the panel issued a series of findings, including a
recommendation that the administration abandon its demand for individual
merit pay and that the union consider adding more paid time to the
school day.  These recommendations were part of the settlement of the
contract in June of that year.

2004 — In April, after months of contentious meetings between the UFT
and the DOE/city over the Bloomberg administration’s demands for an
abbreviated contract that would have reduced teacher protections and
eliminated measures like class-size caps, the UFT again asked PERB to
declare an impasse in negotiations.

Under PERB pressure the administration eventually abandoned its demand
for an abbreviated contract.  In December PERB determined that an
impasse existed and appointed a mediator.  When mediation failed, PERB
appointed a fact-finding panel in April 2005.

That panel’s report, issued in September of 2005, recommended a total
wage increase of 11 percent over three years, a slightly longer school
day, changes in work rules and the grievance and discipline processes,
and a school-wide performance bonus program.  These recommendations were
part of the basis for a contract agreement reached in October 2005.

pre-k for all

New York City will add dual language options in pre-K to attract parents and encourage diversity

PHOTO: Christina Veiga
Schools Chancellor Carmen FariƱa, back right, visits a Mandarin pre-K dual language program at P.S. 20 Anna Silver on the Lower East Side.

Education Department officials on Wednesday announced the addition of 33 dual language pre-K programs in the 2018-19 school year, more than doubling the bilingual opportunities available for New York City’s youngest learners.

The expansion continues an aggressive push under the current administration, which has added 150 new bilingual programs to date. Popular with parents — there were 2,900 applications for about 600 pre-K dual language seats last year — the programs can also be effective in boosting the performance of students who are learning English as a new language.

Another possible benefit: creating more diverse pre-K classrooms, which research has shown are starkly segregated in New York City.

Schools Chancellor Carmen Fariña said the new programs reflect the city’s commitment to serving all students, even as a national debate rages over immigration reform.

“It’s important to understand that immigrants or people who speak a second language are an asset,” Fariña said. She called bilingual education “a gift that I think all schools should have.”

Included in the expansion are the city’s first dual language pre-K programs in Bengali and Russian, which will open in Jamaica, Queens, and the Upper West Side, Manhattan, respectively. The other additions will build on programs in Spanish, Mandarin and Italian. Every borough is represented in the expansion, with 11 new programs in Manhattan, nine in Brooklyn, six in Queens, five in the Bronx, and two on Staten Island.

In the dual-language model, students split their time between instruction in English and another language. At P.S. 20 Anna Silver, where the recent expansion was announced, pre-K students start the morning in English and transition to Mandarin after nap time. Experts say the model works best when the class includes an equal mix of students who are proficient in each language so they can learn from each other as well as the teacher, though it can often be difficult to strike that balance.

Officials and some advocates view dual-language programs as a tool for integration by drawing middle-class families eager to have their children speak two languages into neighborhood schools that they otherwise may not have considered. Research has shown that New York City’s pre-K classrooms tend to be more segregated than kindergarten. In one in six pre-K classrooms, more than 90 percent of students are from a single racial or ethnic background. That’s compared with one in eight kindergarten classrooms, according to a 2016 report by The Century Foundation.

Sharon Stapel, a mother from Brooklyn, said she knew early on that she wanted her daughter to learn another language and strike relationships across cultures. So she travels to the Lower East Side with her four-year-old, Finch, to attend the Mandarin dual-language pre-K program at P.S. 20 Anna Silver. On Wednesday, the city announced it will add a Spanish dual language program at the school.

“We really see it as how you build community with your neighbors and your friends,” Stapel said. “It was also an opportunity for Finch to become involved and engage in the cultures and in the differences that she could see in the classrooms — and really celebrate that difference.”

Citywide, about 13 percent of students are learning English as a new language. That number does not include pre-K since the state does not have a way to identify students’ language status before kindergarten. However, based on census data, it is estimated that 30 percent of three- and four-year-olds in New York are English learners.

Dual-language programs can benefit students who are still learning English — more so than English-only instruction. Nationally and in New York City, students who are learning English are less likely to pass standardized tests and graduate from high school. In one study, students who enrolled in dual-language courses in kindergarten gained the equivalent of one year of reading instruction by eighth grade, compared with their peers who received English-only instruction.

The city has been under pressure to improve outcomes for English learners. Under the previous administration, New York City was placed on a state “corrective action plan” that required the education department to open 125 new bilingual programs by 2013. Though the city fell short of that goal, the current administration has agreed to place every English learner in a bilingual program by the 2018-19 school year.

Among the greatest barriers to achieving that is finding qualified teachers, Fariña said. In some cases, it can be hard to find teachers who are fluent in the target language. In others, teachers who are native in a foreign language may only be certified in their home country, and it can be hard to transfer that certification to New York.

In order to open an Urdu program recently, Fariña said, the teacher, who holds a degree from another country, went through Teaching Fellows, an alternative certification program that usually caters to career-changers or recent college grads.

“I think the biggest challenge we have right now is ensuring our teacher preparation courses are keeping up with our need and demand for teachers who can teach another language,” she said.

college plans

As Washington decides their fate, ‘Dreamers’ preparing for college are stuck in limbo

PHOTO: Joe Amon/The Denver Post
Randi Smith, a psychology teacher at Metro State University, marched to support Deferred Action for Childhood Arrivals during a citywide walkout in downtown Denver, CO.

While many high schoolers spend spring of their senior year coasting through classes and waiting to hear back from colleges, undocumented students who hope to attend college spend their time calling lawyers, consulting school counselors, and scouring the internet in search of ways to pay for school without the help of federal financial aid or student loans — assuming they even get in.

That process, anxiety-provoking even in a normal year, has become incalculably more chaotic this admissions season — even traumatic — as these young undocumented immigrants watch President Trump and lawmakers wrangle over Deferred Action for Childhood Arrivals, the program that has until now allowed them to remain in the country without having to fear deportation.

As the policy battle nears a climax, these students aren’t just breathlessly waiting to learn whether they’ll be accepted into college — they’re waiting to see whether they have a future in this country.

“It’s different for me. It’s definitely more stressful and there are times when you want to give up,” said an undocumented student at KIPP NYC College Prep High School, who is graduating this year and applying to colleges. She requested anonymity because of her legal status. “But then I remind myself that regardless of what’s going on, I’m still going to do what I’ve set myself to do.”

High school counselors are also feeling the strain. They already faced the difficult task of helping undocumented students compete for private scholarships, and finding schools that will support those students once they’re on campus. Now those counselors also must monitor each twist and turn of the immigration debate in Washington, while, somehow, trying to keep their undocumented students focused on college.

One of those counselors is John Kearney, who works at Guadalupe Centers Alta Vista High School, a charter school in Kansas City, Missouri. Dozens of his soon-to-graduate students are beneficiaries of DACA, a program created under former President Obama that allows undocumented immigrants who were brought to the country as children to avoid deportation and work here legally. Lately, they have been asking him why they should even consider college when their fate in the U.S. is so uncertain.

“The big question is, ‘Why? Why go to college, and then I can’t even work, then why?’” said Kearney, who also helped start a nonprofit that provides scholarships to undocumented students. “It’s a really tough question.”

As of Friday, President Trump and lawmakers were still locked in heated negotiations over DACA, which Trump said this fall that he would eliminate unless Congress enshrined it in law. Without an agreement, it is set to expire March 5, just as graduating seniors firm up their college plans. If that happens, young immigrants, often called Dreamers, could lose the few crucial protections they have. For many, their DACA status has already lapsed.

Even with DACA’s protections, Dreamers face massive hurdles to enroll in college: They don’t qualify for federal aid or loans, and, in some states, are barred from receiving financial aid or even attending public universities. Out of the estimated 65,000 undocumented students who graduate from high school every year, only 5-10 percent enroll in college.

Following Trump’s announcement in September, counselors have also had to race against the clock counting down to DACA’s expiration: That meant juggling college application deadlines with the October cutoff for students to apply for renewed DACA status.

The KIPP charter school network received a donation this year to help students pay for the renewal fee, which has been a godsend for many students — including the young woman who is graduating from KIPP NYC College Prep High School.

As soon as she learned the school would pay the fee for her, she immediately called her father, who is also undocumented and repairs beauty-salon equipment for a living.

“My dad was definitely trying to round up the money before the deadline, so it was a blessing that the school was able to find a donor,” she said. “I told him not to worry about it and it was a relief — like a weight off his shoulders.”

If the girl was trying to relieve her father’s stress, her college counselor, Rob Santos, was trying to do the same for her. Even as she balanced college-application essays, transcripts, and the rest, she was also coming to realize how quickly her life would change if DACA is not extended.

“There was definitely extra emotional support that I’ve had to provide this year,” Santos said. “I definitely had my DACA student in my office, and tears were happening.”

Santos keeps a running list of the colleges that accept students who don’t have permanent legal status and the few scholarships available to them. Many of those scholarships require undocumented students to have DACA status. If the program ends, it’s unclear whether students will still be eligible.

Still, Santos said his dreamer student rarely talks about the political furor surrounding her future in the U.S. as she awaits her college-acceptance letter. Instead, she’s more likely to discuss her hope of one day studying business and fashion.

“Our DACA students are resilient. They’re optimistic,” Santos said. “But they’re also realistic for what could actually happen.”