child's play

In pre-K, Common Core fingerprints found on snack and a story

Chancellor Dennis Walcott prepares to read to a group of 4-year-olds at the Bank Street Head Start center.

Using skills developed at his first job, Chancellor Dennis Walcott dropped to the floor at Manhattan’s Bank Street Head Start center today and read a version of Goldilocks and the Three Bears to a circle of 4-year-olds.

Just as he said he had as a pre-kindergarten teacher in the 1970s, Walcott changed his voice for the different characters and acted out parts of the story, keeping the children laughing and acting along. (Watch video of the reading.)

The read-aloud came during a break in painting, mashing play dough, building with blocks, and assembling magnetic tiles — activities that look like fun and games but actually reflect the city’s academic goals for pre-K students.

Those goals are set out in the city’s new curriculum standards, called the Common Core, which start in pre-K. Like all city students, children in the Department of Education’s pre-K classes are expected to complete Common Core-aligned “tasks” this year like the ones the DOE has suggested for units about trucks, plants, and the five senses.

Among the Common Core standards for pre-K: Students should engage in group reading activities such as the one Walcott led and practice addition and subtraction using everyday objects.

In a second-floor classroom today, a 4-year-old boy sat with a staff member, counting the grapes on his plate. After deciding he had nine grapes already, he swooped in with a spoon to take “just one more” from the serving bowl. But he picked up two, prompting his teacher to say, “Is that one grape?”

“No! It’s two!” he answered.

In June, 18 pre-K directors were among the hundreds of school leaders who attended a presentation by David Coleman, the standards’ architect, that Walcott said elicited “off-the-chart” excitement. Pre-K staff have already started in on four trainings on the Common Core, and instructional coaches assigned to each center by the DOE are helping teachers figure out how to incorporate the new standards, according to Sophia Pappas, executive director of the DOE’s Office of Early Childhood Education, who joined Walcott for the visit.

Pre-K’s play-based instruction is an ideal showcase for the critical-thinking and problem-solving skills that the Common Core emphasizes, Pappas said. A recent study concluded that city kindergarteners spend an average of just 30 minutes a day on creative play.

Pappas said the Common Core could offer a roadmap for incorporating collaborative play beyond pre-K because early childhood and kindergarten teachers will for the first time be using the same language to talk about curriculum.

Chancellor Walcott and a Bank Street Head Start student and teacher practice counting using small plastic bears.

Three-year-olds at Bank Street, one of two centers associated with the Bankstreet College of Education, attend federally funded Head Start classes. Four-year-olds have full-day pre-kindergarten classes funded by Head Start and the state’s perennially underused universal pre-K budget line. That means the center must reapply for funding to the U.S. Department of Education, which announced last week that it would require all Head Start programs to prove they prepare children for kindergarten. The city is in the midst of a similar reauthorization process for early childhood centers that the Administration for Children’s Services runs to reapply for funding as part of an initiative called Early Learn.

state of the union

New York City teachers union braces for Supreme Court ruling that could drain money and members

PHOTO: Patrick Wall
UFT President Michael Mulgrew (standing) met with teachers during a school visit in 2014.

A few dozen labor leaders gathered recently at the the headquarters of New York City’s 187,000-member teachers union to hear a cautionary tale.

In a glass-walled conference room overlooking downtown Manhattan, United Federation of Teachers President Michael Mulgrew settled into a chair facing a colleague from Wisconsin. He asked the state teachers union president, Kim Kohlhaas, how her members have fared after an aggressive rollback of labor’s bargaining power there.

She described rampant teacher turnover, fewer job protections, and ballooning insurance and pension costs. In short, a union’s worst nightmare.

For the UFT, Wisconsin is a harbinger of what could result from a Supreme Court case known as Janus, which revolves around the ability of public unions to collect mandatory fees. Oral arguments begin on Feb. 26, and the decision, which is expected in a matter of months, could dramatically alter the landscape for unions across the country.

The impact will be felt especially by the UFT, the largest union local in the country. If the court rules that teachers are not required to pay for its services, the union is likely to shed members and money — a war chest that has allowed the UFT to be a major player in New York politics and to secure robust benefits for its members.

“This is dangerous stuff we’re getting into now,” Mulgrew told Chalkbeat. “They’re trying to take away people’s ability to come together, to stand up and have a voice.”

While the case deals with different issues than Wisconsin’s anti-union policies did, New York City labor leaders say the limits on their membership and funding would weaken their ability to fight against further restrictions on their organizing and bargaining power.

In anticipation of the ruling, union leaders have reportedly already considered downsizing their operations. And they have undertaken a preemptive information and recruitment campaign to hold onto members — who, soon, may be free to choose whether to keep supporting the union financially.

“Much as I oppose Janus, it’s kind of a wake up call for entrenched union leadership,” New York City teacher Arthur Goldstein blogged recently. “People need reasons to pay, and it’s on leadership to provide them.”

At issue is whether public unions can continue to charge “agency fees,” which are payments collected from people who are not members. Sometimes called a “fair share” fee, it is meant to help unions cover the cost of bargaining contracts that cover all workers, regardless of whether they are union members. Only a fraction of New York City teachers currently opt out of the union and pay the agency fees rather than dues — but experts expect many more teachers could leave the union if the Supreme Court bans the fees.

Mark Janus, a government employee in Illinois, is challenging the fee on the grounds that it violates his right to free speech. The Supreme Court deadlocked on a similar case in 2016 after the sudden death of Justice Antonin Scalia. With Neil Gorsuch now on the bench, observers expect a conservative-leaning court will side with Janus. If that happens, workers covered by unions — including the UFT — will be able to opt out of paying the fees that help keep the unions in operation.

“What that means is there will be a lot of teachers — potentially a lot of teachers in New York — who do not invest in the union,” said Evan Stone, co-founder of the teacher advocacy group Educators for Excellence. “There will be potential growth in free riders who are benefiting from the work of the union without contributing to it.”

That’s why the UFT is kicking into action. The union has trained scores of members to knock on doors and talk to fellow teachers about the case. In about two months, the union estimates its members have knocked on 11,000 doors, sharing stories about how the union has helped them and hoping to convince teachers to keep financially supporting the work, even if the courts decide they’re no longer required to.

Union leaders are also launching “membership teams” in every school. Tasked with “building a sense of unity,” the union is asking the teams to engage in personal conversations with members, and plan shows of support for the union. Stone said his organization is organizing focus groups across the city to inform members about the case.

New York City teachers automatically become union members. They pay about $117 a month in dues, while social workers, paraprofessionals, and members in other school roles pay different amounts. Members can also choose to contribute to a separate political fund, which the union uses to lobby lawmakers and support union-friendly candidates.

About 2,000 educators opt-out of the union and pay agency fees instead — which are the same amount as regular dues, according to a UFT spokesman.

Ken Girardin, who has studied the potential fallout of Janus for New York’s unions as an analyst for the right-leaning Empire Center for Public Policy, said the number of agency-fee payers is low compared to other unions. But the Janus case could change that.

Girardin looked at what happened after Michigan enacted a “right to work” law, which forbid mandatory agency fees. The result: The Michigan Education Association, among the state’s largest unions, saw a 20 percent drop in dues and fees. Among full-time teachers, membership declined by 18 percent.

Girardin estimates an equivalent decrease in New York would mean the state’s teachers unions would take a $49 million hit annually. The UFT relies on dues and agency fees for about 85 percent of its $185 million budget, according to federal documents.

“It means they’d have to make up a course change,” Girardin told Chalkbeat, referring to the potential impact of the Janus decision. “They would have to treat their members like customers instead of people who are going to pay them regardless.”

Behind the scenes, the union is reportedly making contingency plans to deal with the potential budgetary fall-out. The New York Post recently cited unnamed sources who said union leadership is considering reducing the staff at some of its borough offices and cutting back on discretionary spending.

Girardin said public-sector unions in New York have already begun to fight for state legislation that would make it harder for members to drop out — a potential work-around in case the court sides with Janus.

Some UFT members say the threat of Janus is already being felt. The union recently voted down a resolution to support Black Lives Matter after leadership said it was a divisive issue at a time when the union can’t afford to lose members, according to an NY1 report.

Rosie Frascella, a Brooklyn high school teacher who helped organized Black Lives Matter at School events across the city, said she was disappointed in the leadership’s decision. But despite those internal disagreements, she said the threat posed by Janus should compel all teachers to speak out in support of their unions.

“You need to be in a union because it protects your right to teach,” she said. “And it stands up for our students and it creates the schools our children deserve.”

after parkland

As Trump doubles down on call to give teachers guns, the growing #ArmMeWith movement offers an alternative

Counselors, time, diverse classroom libraries, money — these are some of many things American teachers say they need in their schools instead of guns.

The pleas are coming via a social media hashtag, #ArmMeWith, that has spread quickly this week as teachers grapple with the aftermath of last week’s school shooting in Parkland, Florida.

Some lawmakers and advocates — including President Donald Trump — have responded to the shooting by arguing that teachers should be armed. That idea has drawn scorn from educators who argue that more guns in schools would make students less safe and do little to address the underlying issues that contribute to violence in schools.

Now thousands of those educators are offering an alternative, using a template that two teachers shared on Instagram on Tuesday. Olivia Bertels and Brittany Wheaton already had substantial social media followings when they asked others to join them in starting a movement.

“My friend @thesuperheroteacher and I think that we should find more practical solutions than giving teachers guns,” Bertels wrote on her post with the template, where she asked to be armed with school supplies. “I hope you’ll take the same stance.”

More than 5,000 people so far have done exactly that on Instagram, and the hashtag is also trending on Twitter, bringing educators together in a cross-country conversation.

“I wish we didn’t have to do this,” wrote one Texas teacher, HowsonHistory, in a comment on a Rhode Island teacher’s post. “But am so glad that so many teachers are. Maybe soon we will be listened to.”

Here are some of the posts that have caught our eye.

“We, the teachers, have a few ideas.”

“#armmewith not guns, but counselors who do not double as test administrators and more than one overbooked, crowded therapist option for families with Medicaid and social workers without overloaded caseloads.”

“#armmewith the liberation of our students, a microphone to speak out against the policies you make from people who aren’t teachers, resources to empower our children, and love to keep our babies safe. We refuse to be armed with guns. #teachingwhilemuslim”

“Because there are so many other things to be arming ourselves with that will do more good than harm. I choose to #armMeWith kindness not violence and teach my students to do the same #jointhemovement”

“I took my first teaching job the year Sandy Hook happened. And the thing is, in that year and in all the years I have been a teacher since, I have stood in my classroom too many times and wondered where I would put my children if someone came into my classroom with a gun. I have stood on playgrounds and in hallways with dozens of students and wondered what would be the best action to take. I have sat through too many of my lunch breaks with my colleagues hashing over the best strategy for protecting our students. There has to be change. Teachers and students deserve to work and learn in peace. #armmewith #thingsteachersshouldnothavetosay”