draining the pool

New York City principals balk at plan to place teachers in their schools; some vow to get around it

PHOTO: Maura Walz
A social studies class at New Design High School, where Scott Conti is principal.

Many New York City principals are unhappy that the city is planning to place teachers directly into their schools — and in some cases, they’re vowing resistance.

Department of Education officials announced last week that they would place up to half of the 822 teachers who currently do not have positions into jobs that haven’t been filled by Oct. 15. Those teachers are part of the Absent Teacher Reserve, a collection of educators moved to the pool for disciplinary reasons or when their positions were eliminated. They remain on the city payroll in an arrangement that has generated political tension for years.

The move by the city reverses Chancellor Carmen Fariña’s promise in 2014 to avoid “forced placement” and raises questions about principals’ already fraying sense of autonomy. The city claims the plan is not forced placement because it would only apply to vacancies, as opposed to displacing teachers who are already employed. Regardless, many principals aren’t on board.

Some say they’ll avoid any attempt to place teachers at their schools, even if that means obscuring open jobs from the city’s hiring systems past October.

“I’m going to make sure my school doesn’t have a vacancy,” said one Bronx principal who wished to remain anonymous due to the sensitive nature of the topic. “I’m not going to post a vacancy if someone will place an ATR there. I’ll be as strategic as I can and figure out another way.”

Some principals raised concerns about the quality of the teachers in the pool. Education department officials could not readily provide the percentage of teachers in the pool who are there for disciplinary reasons, but a 2014 report estimated it at 25 percent. The same report said another third had received unsatisfactory ratings and half hadn’t held a classroom position in two years or more.

“Many of them have been coming from schools that have been closed down or subject areas that were cut,” said Scott Conti, principal of New Design High School in Manhattan. “The majority of them were at schools that were highly dysfunctional.” He noted that some may have been out of the classroom for years and not getting proper professional development, effectively hindering their performance as teachers.

Conti said he did hire a teacher from the ATR pool three years ago, through the standard procedure he would use to hire other teachers. He objects to the idea of being forced to hire someone whose effectiveness he could not fully judge.

“It’s never good when somebody from outside a school decides to fill in a vacancy in a school,” Conti said. “ It’s scary that some teacher could be put in your school that you have no choice about.”

Other principals were more harsh. One Bronx principal said multiple experiences working with ATR teachers sent to the school for monthly rotations in the past left the impression that those in the reserve are “not qualified, with very few exceptions.” Other principals agreed, suggesting that if the teachers were high-quality candidates, they probably would have found positions on their own.

To circumvent the new policy, some principals said they might check in with all their teachers early in the hiring period to be aware of potential future vacancies. If there is a vacancy in October, others said they’d consider hiring a long-term substitute to fill the position rather than leaving it open to an ATR placement.

The city says the new approach will be more stable than having teachers in the ATR rotate monthly, and will allow schools to more closely support and supervise the teachers in their building. It plans to work closely with principals on the hiring.

“We will work to find the right fit, and hear and work through concerns that they might have,” education department spokesman Will Mantell told Chalkbeat last week. “But ultimately, we do have discretion to place an educator in a vacancy that exists, and it kind of makes sense.”

Schools will still have final say over whether the teachers are permanently hired. If at the end of the school year, the teacher is rated as “effective” or “highly effective” in the observation portion of their evaluation — performed by principals or other school administrators — that teacher will be permanently hired to that school.

It is unclear if any of the ATR teachers placed into schools this coming fall could have a background of poor disciplinary conduct, or if the teachers placed would come solely from the share that are in the pool because they were excessed.

“The DOE has discretion on which educators in the ATR pool are appropriate for long-term placement, and may choose not to assign educators who have been disciplined in the past,” education officials said.

Last year, the city offered an incentive system to encourage schools to hire from the ATR pool. During that school year, 372 teachers were hired from the ATR pool under a DOE policy that subsidized the cost of the teachers’ first-year salaries by 50 to 100 percent. Those incentives will not be offered with the placements expected this fall.

Daniel Russo, principal of Walton Avenue School in the Bronx, said he has had positive experiences with the two teachers he hired from ATR pool in previous years. He added that though ATR teachers sometimes have a gap because they are coming from a different school — and sometimes not a high-performing school — his school is able to fill that gap and assimilate the teacher to the school’s culture and expectations.

Still, he noted, finding the right fit between candidates and schools could be a “challenging undertaking” for the city.

New Design’s Conti fears that challenge will disproportionately fall on schools like his that struggle with fluctuating enrollment.

“These teachers are not going to end up at Lab, they will end up at places like New Design where the positions will open up,” Conti said, referring to the selective and successful NYC Lab School for Collaborative Studies. “Schools with the most unstable populations, serving the neediest kids is where the low-functioning teachers will end up.”

yeshiva findings

After 3-year probe into yeshivas, city admits it was blocked from visiting many schools, found little instruction in math and English

PHOTO: Jackie Schechter
Mayor Bill de Blasio has been accused of delaying an investigation into whether yeshivas provide an adequate secular education.

At some of New York City’s yeshivas, attendance was voluntary when it came time to learn secular subjects like math and English. Students said they didn’t learn math beyond basic division and fractions. None of the students reported receiving steady lessons in science. 

That’s according to a long-delayed probe by the New York City education department into whether some of the city’s private Jewish schools are providing an adequate secular education for students. But even as the city released findings on Thursday, it admitted that it was never able to go inside any high schools and never received a full set of curriculum materials to evaluate — significant gaps for a report that took three years to be released.

In a letter sent to the state education commissioner on Aug. 15, schools Chancellor Richard Carranza asked the state for guidance on how to proceed after a recent change in law that put the state education commissioner in charge of evaluating the schools. The Wall Street Journal first reported on the letter. 

“We deeply believe that all students — regardless of where they attend school — deserve a high-quality education. We will ensure appropriate follow up action is taken based on guidance provided,” Carranza said in a statement.

The letter marks a new phase of an investigation sparked by current and former students and parents who complained they received little instruction in math or English while attending the schools. The city has been accused of delaying the investigation to avoid angering a politically powerful community.

New York requires private schools to provide instruction that is “substantially equivalent” to public schools, and that allows the schools to access public money for things like school security. Students and parents who were interviewed for the probe said they received instruction in math and English for only 90 minutes for four days out of the week, and all but two said they received “little to no” history lessons, according to the city’s letter.

The report finds that some schools have adopted new curriculums in English and math, but officials have not been able to evaluate the new materials because they haven’t received a complete set.

The city also said that officials at eight of the schools they were unable to visit recently gave word that they would schedule meetings.

Read Carranza’s full letter here.

In the Classroom

Carranza aims to speed up anti-bias training for educators, calling it a ‘cornerstone’ of school improvement

PHOTO: Christina Veiga
Chancellor Richard Carranza, bottom right, joined New York City principals and superintendents for an anti-bias training in Brooklyn.

After bending fluorescent pipe cleaners into loopy and angular shapes, a group of about 100 New York City principals and superintendents paired up for a chat. Their assignment: to recount their childhood aspirations of what they wanted to be when they grew up.

This was no arts and crafts class — and no ice breaker, either. The Wednesday morning session at Brooklyn Law School was an example of anti-bias training that the education department will now require for every employee who works with students across the country’s largest school system.

After committing $23 million to the work this year, Chancellor Richard Carranza announced at the session that the trainings will be mandatory, and that the city aims to speed up how quickly they happen. The goal is to compress the original four-year roll out to two.

“It’s about us as a community saying we want to change systems so that it privileges all of our students in New York City,” Carranza said. “The evidence right now, I will tell you my friends, is that not all students are being served well.”

Advocates had long agitated for the training, citing disparate rates in school discipline for black and Hispanic students, and high-profile incidents of schools accused of teaching racist lessons in the classroom. They argue that teachers need to be better equipped to serve diverse students as the city moves forward with plans to integrate its starkly segregated schools.

“We have to make school environments the most welcoming places possible for our young people. That includes adults doing personal work,” said Natasha Capers, a coordinator for Coalition for Educational Justice, a parent organization that lobbied for the training.  

Their advocacy has gotten a boost since Carranza became schools chancellor in April, bringing an approach that is bolder and more frank than his predecessor when it comes to addressing the system’s racial inequities. On Wednesday, he spent more than an hour participating in the training session just like the other school leaders, calling it “God’s work.”

“This is going to penetrate everything we do,” he said.

Wednesday’s session was lead by experts from the Perception Institute, a research and training organization, and Safe Places for the Advancement of Community and Equity (SPACEs), which provides leadership training. The pipe cleaners helped bring to life a metaphor about “bending” expectations for what educators might learn throughout the day. The one-on-one conversations were a way to “interrupt” stereotypical assumptions about other people by having sustained conversations with them, said trainer Dushaw Hockett.

“This isn’t some touchy-feely, get-to-know-you exercise,” he said.  

There is some evidence that, when done right, anti-bias trainings can work — and improve outcomes for students. But there is also research that shows it can often be ineffective.

Carranza said the city is committed to doing the work for the long-term, with the trainings designed to be ongoing and build on each other. He also said the department will keep an eye on measures such as student attendance and whether teachers report improvements in school climate to gauge whether it’s having an impact.

“This is going to be one of those cornerstone pieces in terms of, how are we going to continue to transform this immense system to really, truly serve all students?” he said. “This is going to be something that’s not going to fall off the radar. We’re going to keep pushing.”