survey says

Principal dissatisfaction reaches new heights, union head says

City principals are increasingly unhappy with their jobs, according to the union that represents them.

In the latest newsletter from the Council of School Supervisors and Administrators, President Ernest Logan reported that 73 percent of union members are not happy with their workload, compensation, and job security. That’s up from 68 percent the last time the union surveyed its members, in 2009.

The survey of CSA members was conducted by Global Strategy Group in September and October, according to Chiara Coletti, a union spokeswoman. She said assistant principals and other administrators in the union were less dissatisfied, leading to an overall dissatisfaction rate of 59 percent. In 2009, that number was 48 percent.

In recent years, principals have seen their role shift from setting a vision and strategy for instruction to managing a seemingly unending list of procedural tasks. In his first communication with principals in April, Chancellor Dennis Walcott promised to cut down on their paperwork load, and in November he outlined steps that he said would cut down time spent on administrative tasks by an hour a day. 

Coletti said the survey was conducted too early to register whether those steps were paying off. She said union members were neutral on Walcott himself; Logan called the chancellor a “good hearted placeholder.”

But in his letter, Logan said years of administrative reorganizations, budget cuts, and added pressure without reward had threatened to turn educators off from becoming school leaders.

“Today, when there are no raises, no good-faith contract negotiations and little promise of happier economic times, we can’t count on an endless supply of experienced APs, [education administrators], and teachers to inherit the Principal’s chair,” Logan wrote. “They have a bird’s eye view of what could happen once they sit in that chair.”

The union’s survey results are very different from the city’s determination of principal satisfaction, but they share the same trajectory. Last year, a city survey of principals found that nearly three quarters reported that they were happy with the support they were getting from the Department of Education. But even that number was the lowest since the city began surveying principals in 2007.

Asked about the CSA survey, Stephen Duch, the principal of Hillcrest High School in Queens, cited stalemates in labor negotiations as one frustration for principals. “There are a lot of things that we know would make for better schools, including a revised teacher evaluation, including having our teachers have a contract, including the fact of having the supervisors have a contract,” he said. He added, “Maybe since the new year has just begun, we can all exhale and start all over again and attempt to work collaboratively with each other for what we really believe is our core values.”

Duch also cited tight budgets as a factor. “We know that we’re in declining times of resources, and that we have to do more with less,” he said. “We’re trying to introduce so many new things at the same time that some days, it can seem overwhelming or insurmountable.”

that was weird

The D.C. school system had a pitch-perfect response after John Oliver made #DCPublicSchools trend on Twitter

Public education got some unexpected attention Sunday night when John Oliver asked viewers watching the Emmys to make #DCPublicSchools trend on Twitter.

Oliver had been inspired by comedian Dave Chappelle, who shouted out the school system he attended before he announced an award winner. Within a minute of Oliver’s request, the hashtag was officially trending.

Most of the tweets had nothing to do with schools in Washington, D.C.

Here are a few that did, starting with this pitch-perfect one from the official D.C. Public Schools account:

Oliver’s surreal challenge was far from the first time that the late-show host has made education a centerpiece of his comedy — over time, he has pilloried standardized testing, school segregation, and charter schools.

Nor was it the first education hashtag to take center stage at an awards show: #PublicSchoolProud, which emerged as a response to new U.S. Education Secretary Betsy DeVos, got a shoutout during the Oscars in February.

And it also is not the first time this year that D.C. schools have gotten a surprise burst of attention. The Oscars were just a week after DeVos drew fire for criticizing the teachers she met during her first school visit as secretary — to a D.C. public school.

Startup Support

Diverse charter schools in New York City to get boost from Walton money

PHOTO: John Bartelstone
Students at Brooklyn Prospect Charter School in 2012. The school is one of several New York City charters that aim to enroll diverse student bodies.

The Walton Family Foundation, the philanthropy governed by the family behind Walmart, pledged Tuesday to invest $2.2 million over the next two years in new charter schools in New York City that aim to be socioeconomically diverse.

Officials from the foundation expect the initiative to support the start of about seven mixed-income charter schools, which will be able to use the money to pay for anything from building space to teachers to technology.

The effort reflects a growing interest in New York and beyond in establishing charter schools that enroll students from a mix of backgrounds, which research suggests can benefit students and is considered one remedy to school segregation.

“We are excited to help educators and leaders on the front lines of solving one of today’s most pressing education challenges,” Marc Sternberg, the foundation’s K-12 education director and a former New York City education department official, said in a statement.

Walton has been a major charter school backer, pouring more than $407 million into hundreds of those schools over the past two decades. In New York, the foundation has helped fund more than 100 new charter schools. (Walton also supports Chalkbeat; read about our funding here.)

Some studies have found that black and Hispanic students in charter schools are more likely to attend predominantly nonwhite schools than their peers in traditional schools, partly because charter schools tend to be located in urban areas and are often established specifically to serve low-income students of color. In New York City, one report found that 90 percent of charter schools in 2010 were “intensely segregated,” meaning fewer than 10 percent of their students were white.

However, more recently, a small but rising number of charter schools has started to take steps to recruit and enroll a more diverse student body. Often, they do this by drawing in applicants from larger geographic areas than traditional schools can and by adjusting their admissions lotteries to reserve seats for particular groups, such as low-income students or residents of nearby housing projects.

Founded in 2014, the national Diverse Charter Schools Coalition now includes more than 100 schools in more than a dozen states. Nine New York City charter groups are part of the coalition, ranging from individual schools like Community Roots Charter School in Brooklyn to larger networks, including six Success Academy schools.

“There’s been a real shift in the charter school movement to think about how they address the issue of segregation,” said Halley Potter, a senior fellow at the Century Foundation, a think tank that promotes socioeconomic diversity.

The Century Foundation and researchers at Teachers College at Columbia University and Temple University will receive additional funding from Walton to study diverse charter schools, with the universities’ researchers conducting what Walton says is the first peer-reviewed study of those schools’ impact on student learning.