Time Management

Educators question contract's bet on teacher training over student tutoring

PHOTO: Sarah Darville

The proposed teachers contract stakes a claim about the time educators spend with students: quality beats quantity.

The new agreement would upend a key provision of the 2005 contract, which added two-and-a-half hours to the school week so teachers could work with small group of students. Now, most of that time would be devoted to teacher professional development and some to parent outreach.

The idea behind the contract changes, officials explained, is that better-trained teachers will have a greater impact on students even if they spend less time with them.

“We have to train teachers so that the time they’re spending with students is much more effective and valuable,” said United Federation of Teachers President Michael Mulgrew. “Versus doing, once again, this political punch line — more time with the student. Let’s make it better time with the student.”

While that approach makes sense to many, others note that professional development can vary widely in quality, and they question whether teacher training ever trumps instructional time.

“I honestly have never met one teacher who thinks the solution to the educational crisis is less time with students and more time in PD,” wrote the author of the education blog, Doenuts.

The 2005 contract had most schools divide two-and-a-half hours per week, or 150 minutes, into four after-school tutoring or small-group sessions each week, with some exceptions. “Multi-session” schools that have staggered starts were allowed to spread those extra minutes throughout their normal school day. Also, schools could request to use some of that time for teacher-team planning rather than tutoring.

The new contract, which must still be ratified, would take back those 150 minutes and split them into three chunks: teachers would spend 80 minutes each Monday in school-based professional development, 35 minutes on Tuesdays collaborating with colleagues, and another 40 minutes each Tuesday communicating with parents in writing, on the phone, or through newsletters and class websites.

Not every school would be affected by the change. Multi-session schools will again be exempt from this default arrangement, though they will be expected to provide professional development and parent engagement, according to union officials. Also, schools that prefer their current arrangement with the extra instructional time could request an exemption that would allow them to keep some part of their schedule.

Chancellor Carmen Fariña said that schools could pay teachers to tutor students after-school or on Saturdays with money saved by running their own professional development rather than hiring outside trainers. Also, the new contract would allow up to 200 schools to restructure their school days, potentially freeing them to add more small-group time.

After details about the proposed contract emerged last week, some educators expressed concern about trading extra instructional time for teacher training, which might not be helpful.

Peter Lamphere, a high school math teacher in Washington Heights, said some school leaders carefully consider teachers’ needs and plan professional development where educators help each other improve. But other administrators run top-down, unhelpful trainings.

“Now they’ll have 80 minutes to do that rather than a faculty conference once per month,” he said. “So it could be torture for some people.” 

Others questioned whether the contract needs to set aside time for parent communication, which most teachers already find time to do without such provisions, said Evan Schwartz, principal of the Bronx’s Alfred E. Smith High School.

“It wasn’t like they were sitting around saying, ‘I have these great creative ideas, but it’s not in my contract so I’m not doing them,’” he said.

But other people who work in schools welcomed the extra time for training and collaboration.

Darlene Cameron, principal of P.S. 63 in the East Village, said the after-school time built into the current contract has helped some struggling students but is not a perfect system, since some students resist staying after the normal school day and some parents pick them up before the sessions end. She said now the school will find time to offer those students extra support during the school day and that the new training sessions could focus on ways to reach those students during class.

“I think in the end this will have a bigger impact for children all around,” she said.

Teacher committees at each school will help decide how to use the new training time, though a main focus will be on the Common Core standards and the city will offer some guidance, officials said. Fariña said teachers could spend some of the time writing curriculum or sharing best practices.

“This is peer-to-peer, teacher-to-teacher,” she said, “And it really is, to me, a dream come true.”

Research has shown that when teachers meet for about 90 minutes per week to plan lessons, analyze student work, or devise supports for students with special needs, it can boost student achievement, said Lynette Guastaferro, executive director of Teaching Matters, an organization that works with public schools to increase teacher effectiveness.

She added that the new learning standards place greater demands on educators and make regular professional development even more essential.

“When our entire educational force has to reboot because of the Common Core, it is essential that teachers have time to learn,” she said.

What's Your Education Story?

As the 2018 school year begins, join us for storytelling from Indianapolis educators

PHOTO: Dylan Peers McCoy/Chalkbeat
Sarah TeKolste, right, and Lori Jenkins at a Teacher Story Slam, in April.

In partnership with Teachers Lounge Indy, Chalkbeat is hosting another teacher story slam this fall featuring educators from across the city.

Over the past couple of years, Chalkbeat has brought readers personal stories from teachers and students through the events. Some of our favorites touched on how a teacher won the trust of her most skeptical student, why another teacher decided to come out to his students, and one educator’s call to ramp up the number of students pursuing a college education.

The event, 5:30 p.m. Thursday, Sept. 13, is free and open to the public — please RSVP here.

Event details:

5:30 p.m. to 7:30 p.m.
Thursday, Sept. 13, 2018
Tube Factory artspace
1125 Cruft St., Indianapolis, IN 46203
Get tickets here and find more on Facebook

School safety

Hiring more security officers in Memphis after school shootings could have unintended consequences

PHOTO: Jahi Chikwendiu/The Washington Post/Getty Images

Tennessee’s largest district, Shelby County Schools, is slated to add more school resource officers under the proposed budget for next school year.

Superintendent Dorsey Hopson earmarked $2 million to hire 30 school resource officers in addition to the 98 already in some of its 150-plus schools. The school board is scheduled to vote on the budget Tuesday.

But an increase in law enforcement officers could have unintended consequences.

A new state law that bans local governments from refusing to cooperate with federal immigration officials could put school resource officers in an awkward position.

Tennessee Education Commissioner Candice McQueen recently reminded school personnel they are not obligated to release student information regarding immigration status. School resource officers employed by police or sheriff’s departments, however, do not answer to school districts. Shelby County Schools is still reviewing the law, but school board members have previously gone on the record emphasizing their commitment to protecting undocumented students.

“Right now we are just trying to get a better understanding of the law and the impact that it may have,” said Natalia Powers, a district spokeswoman.

Also, incidents of excessive force and racial bias toward black students have cropped up in recent years. Two white Memphis officers were fired in 2013 after hitting a black student and wrestling her to the ground because she was “yelling and cussing” on school grounds. And mothers of four elementary school students recently filed a lawsuit against a Murfreesboro officer who arrested them at school in 2016 for failing to break up a fight that occurred off-campus.

Just how common those incidents are in Memphis is unclear. In response to Chalkbeat’s query for the number and type of complaints in the last two school years, Shelby County Schools said it “does not have any documents responsive to this request.”

Currently, 38 school resource officers are sheriff’s deputies, and the rest are security officers hired by Shelby County Schools. The officers respond and work to prevent criminal activity in all high schools and middle schools, Hopson said. The 30 additional officers would augment staffing at some schools and for the first time, branch out to some elementary schools. Hopson said those decisions will be based on crime rates in surrounding neighborhoods and school incidents.

Hopson’s initial recommendation for more school resource officers was in response to the school shooting in Parkland, Florida, that killed 17 people and sparked a wave of student activism on school safety, including in Memphis.

Gov. Bill Haslam’s recent $30 million budget boost would allow school districts across Tennessee to hire more law enforcement officers or improve building security. Measures to arm some teachers with guns or outlaw certain types of guns have fallen flat.


For more on the role and history of school resource officers in Tennessee, read our five things to know.


Sheriff’s deputies and district security officers meet weekly, said Capt. Dallas Lavergne of the Shelby County Sheriff’s Office. When the Memphis Police Department pulled their officers out of school buildings following the merger of city and county school systems, the county Sheriff’s Office replaced them with deputies.

All deputy recruits go through school resource officer training, and those who are assigned to schools get additional annual training. In a 2013 review of police academies across the nation, Tennessee was cited as the only state that had specific training for officers deployed to schools.