By the numbers

NYC announces it will subsidize hiring from Absent Teacher Reserve — and sheds light on who is in the pool

PHOTO: Caroline Bauman

Ever since the city announced a new policy for placing teachers without permanent positions into schools, Chalkbeat and others have been asking questions about just who is in the pool, known as the Absent Teacher Reserve.

Now we have some answers.

The education department released figures on Friday that show a quarter of teachers currently in the the pool were also there five years ago, and a third ended up in the ATR because of disciplinary or legal issues. The average salary for teachers this past year was $94,000, according to the data.

The city also said it would extend budget incentives for schools that hire educators from the ATR, a change to its initial announcement. Principals have raised concerns about the cost of hiring from the ATR, since its members tend to be more senior, and therefore more expensive, than new teachers.

The ATR is comprised of teachers who don’t have regular positions, either because their jobs were eliminated or because of disciplinary issues. It cost almost $152 million in the last school year — far more than previously estimated — and currently stands at 822 teachers.

In July, the city announced a plan to cut the pool in half by placing teachers into vacancies still open after the new school year begins — even potentially over principals’ objection.

Critics have argued that the city’s new placement policy could place ineffective teachers in the neediest classrooms. StudentsFirstNY Executive Director Jenny Sedlis called the move “shockingly irresponsible” in a statement.

“There are reasons why no principal has chosen to hire them and this policy is bad for kids, plain and simple,” she said.

But Randy Asher, the former principal of Brooklyn Technical High School who is now responsible for helping to shrink the pool, called the new policy “a common sense approach to treating ATR teachers like all other teachers,” since they now have the opportunity to be evaluated by a school principal.

Here’s what the latest numbers tell us about who is in the pool.

How did educators end up in the Absent Teacher Reserve?

Most of the educators in the ATR were placed there because their schools had closed (38 percent) or due to budget cuts (30 percent.)

Another 32 percent entered the pool because of a legal or disciplinary case.

How effective are they?

A majority — 74 percent — received an evaluation rating of “highly effective,” “effective” or “satisfactory” in 2015-16, the most current year available. Current ratings for teachers citywide were not immediately available, but in 2014-15, 93 percent of teachers overall were rated effective or highly effective, according to the Wall Street Journal.

Twelve percent of teachers in the pool received an “ineffective” or “unsatisfactory” rating in 2015-16, and about 7 percent received a “developing” rating, one step up from ineffective.

Some teachers in the ATR say evaluations can be unfair since teachers are often placed in classrooms outside of the subjects they are equipped to teach and because they are bounced between classrooms.

Asked whether teachers with poor ratings would be placed in classrooms, Asher said “all” teachers in the ATR have traditionally been placed in school assignments.

“They’re in schools, no matter what. It’s a question of what is their role in the school, and how are they supported and evaluated,” he said. “Obviously we will look at each individual teacher and each individual assignment on a case-by-case basis.”

How experienced are they?

Teachers in the ATR have an average of 18 years of experience with the education department, and earn an average salary of $94,000. By comparison, the base salary for a New York City teacher as of May 2017 was $54,000.

How long have they been in the pool?

Almost half the educators who are currently in the pool were also there two years ago. A quarter were in the ATR five years ago. That doesn’t mean that teachers have remained in the ATR for that entire time. They could have been hired for a time, and returned to the pool.

Still, the figures could be fuel for those who argue educators in the ATR either aren’t seriously looking for permanent jobs — or that the educators in the pool are simply undesirable hires.

How will schools pay for them?

Teachers in the ATR have argued that their higher salaries are one reason principals avoid hiring them — a concern that principals voiced in a recent Chalkbeat report.

“This is part of the injustice of the ATR placement,” said Scott Conti, principal of New Design High School in Manhattan. “Schools might not want them and they will cost schools more in the future, taking away from other budget priorities.”

Under the policy announced Friday, the education department will subsidize the cost of ATRs who are permanently hired, paying 50 percent of their salaries next school year and 25 percent the following school year.

Where have they worked previously?

This question is important because the answer gives a sense of where educators in the ATR are likely to be placed this fall. The education department’s original policy called for an educator to be placed within the same district they left, but the change announced in July allowed for placement anywhere within the same borough.

Almost half of ATR members, as of June 2016-17, came from high schools. That isn’t surprising: Former Mayor Michael Bloomberg and Chancellor Joel Klein targeted large high schools for closure, breaking them up into smaller schools as part of a turnaround strategy.

Of the school districts serving K- 8 students, District 19 in Brooklyn’s East New York and District 24 in Queens had among the most educators in the ATR. Each had 26.

What subjects do they teach?

The largest share of teachers in the ATR — 27 percent — are licensed to teach in early childhood or elementary school grades. Another 11 percent are licensed social studies teachers, 9 percent are math teachers and 8 percent are English teachers.

Questions have been raised in the past about whether the teachers in the pool had skills that were too narrow or out of date. A 2010 Chalkbeat story found that a quarter of teachers then in the pool were licensed to teach relatively obscure classes like swimming, jewelry-making and accounting.

Who Is In Charge

CPS to enforce nine training sessions for local school council members

PHOTO: Elaine Chen
Local school council members at a training session on Tuesday

In a classroom at Bogan High School Tuesday, trainer Jose Ortiz quizzed four local school council members on why they have to hold public meetings before approving their school improvement plan, a key document outlining school priorities and direction. The room fell silent.

“Because,” he answered himself, “the worst thing that the local school council could do is not consult the community.”

Ortiz’s training session illustrated the challenges that Chicago Public Schools faces in ensuring that all members of the powerful councils understand their roles and responsibilities.

The district requires those who help govern its 646 schools each attend around 18 hours of in-person training, or nine online modules. But not everyone complies: Ortiz said that last week, around 10 people attended each module he taught, and on Tuesday, only four people sat through his class. Most council members take the training online, but the effectiveness of those modules is questionable, council members said.

In a district whose school board is appointed by the mayor instead of elected by city residents, the councils, as Ortiz pointed out, serve as important channels enabling residents to drive the direction of their children’s education. Normally consisting of 12 members, including the principal, teachers, parents, and community members, the councils hire and evaluate the principal, approve the budget, and help craft two-year school improvement plans for their schools.

Chicago schools have another problem with the councils: 47 percent of schools have failed to field enough candidates to fill seats, which then allows sitting council members to fill the vacancies. That means less electoral control for residents. It’s unclear if the training requirement deters people from seeking council seats.

Nevertheless, district officials said that this year they will enforce the training requirement and will contact members who fail to finish it.

“We are going to start removing people this year, but it will be after contacting them by email, through phone and then giving them an opportunity before we schedule a hearing, and then we will consider removing them,” said Guillermo Montes de Oca, director of the Office of Local School Council Relations.

As Ortiz continued with his training, he asked if members remember approving their school improvement plan in the past school year. The attendees looked at him with puzzled faces.

“Oh yes, I remember now,” said Andrea Sanchez, a council member at Richard J. Daley Elementary Academy. But, she added, “it’s just overwhelming because you’re looking at numbers and pages, especially when you’re not used to seeing it.” Sanchez has been a council member since December, but she had attended only one out of the nine mandatory training modules before Tuesday, because most of the two-hour sessions were held in various locations throughout the city far from her home.

According to the Illinois School Code, council members must finish all modules within six months of taking office, so newly elected members who take office on July 1 have until Dec. 31 to complete the modules. CPS has never removed a council member for not finishing the training, said Guillermo Montes de Oca. However, that’s changing.

This year, CPS has also been encouraging council members to finish the modules by July 31, he said, because “if you’re going to be seated, discussing the budget and everything, you need to be informed.”

Sanchez said she didn’t know know about the six-month deadline until Tuesday. She wishes the nine modules would be held all at once at her school. “The information in the modules should be given to us right away [upon joining the council],” she said.

Montes de Oca said that the Office of Local School Council Relations encourages council members to take the training online. Especially because the office only offers a few modules per month, to meet the July 31 deadline, council members would have to take most of their training online.

But the attendees Tuesday seemed to prefer the in-person trainings . Denishia Perkins, a council member at Shields Middle School for almost two years, said that she had taken all the training modules online, but they “didn’t do much for me.” The online training consists of clicking through slides of bullet-pointed information and then taking a short quiz at the end of each module.

“It’s so possible to get elected and not know about this stuff,” Perkins said. So she decided to attend the in-person training on Tuesday.

Sanchez said of Ortiz’s class, “It felt one-on-one, and he’s really explaining it to you.”

The trainings are not the only impediment to filling local school council seats.

A representative from the parent group Raise Your Hand told the Sun-Times that people may not want to run for a council position because “people are a little frustrated at the weakening of the local school council.” Currently, 50 percent of principals’ evaluations rely on CPS’ data and metrics, when previously the evaluations relied solely on the council members’ judgment.

Sanchez said that the work of councils are just not advertised enough, and many parents like  her already are involved with jobs or other organizations.

“I don’t think the parents know that we’re that important,” Sanchez said. “I didn’t know either.”

another path

‘They’re my second family.’ Largest Pathways to Graduation class earn their diplomas

Jasmine Byrd receives an award for excellence after giving a speech to her fellow graduates.

Before last fall, Jasmine Byrd never envisioned herself striding across the stage to receive a diploma at a graduation ceremony.

But then Byrd moved to the Bronx from Utah and entered New York City’s Pathways to Graduation program, which helps 17- to 21-year-olds who didn’t graduate from a traditional high school earn a High School Equivalency Diploma by giving them free resources and support.

Just walking into this space and being like, this is what you’ve accomplished and this is what you’ve worked hard for is a great feeling,” said Byrd, who also credits the program with helping her snag a web development internship. “I’ve built my New York experience with this program. They’re my second family, sometimes my first when I needed anything.”

Byrd is one of about 1,700 students to graduate during the 2017-2018 school year from Pathways, the program’s largest graduating class to date, according to officials.  

This year, students from 102 countries and 41 states graduated from Pathways, which is part of District 79, the education department district overseeing programs for older students who have had interrupted schooling.

The program also saw the most students ever participate in its graduation ceremony, a joyful celebration held this year at the Bronx United Palace Theater. According to Robert Evans, a math teacher at one of the program’s five boroughwide sites and emcee of the graduation, about 600 students typically show up to walk the stage. But students can be a part of the ceremony even if they received their passing test results that morning, and this year more than 800 graduates attended.

There were still students coming in last night to take photos and to pick up their sashes and gowns,” said Evans.

The graduation ceremony is unique in part because the program is. Students who have not completed high school attend classes to prepare to take the high school equivalency exam. But the program also prepares students to apply for college, attend vocational school, or enter the workforce by providing help applying for colleges, creating resumes and other coaching.

To make sure that the program is accessible to all students, there’s a main site in every borough and 92 satellite sites, located in community centers and youth homeless shelters like Covenant House. Students who want to work in the medical field, like Genesis Rocio Rodriguez, can take their courses in hospitals. Rodriguez, who graduated in December, is now enrolled in the Borough of Manhattan Community College, and passing the exam meant being one step closer to her dream of becoming a nurse.

When I got my results I was with my classmate, and to be honest I thought I failed because I was so nervous during it. But then I went online, and I was like, ‘Oh my gosh I did it!’ My mom started crying and everything.”

Byrd said the program worked for her because of the supportive teachers and extra resources.

“The teachers are relatable,” said Byrd. “They don’t put on an act, they don’t try to separate the person from the teacher. They really reach out, even call you to get you out of bed in the morning.”

Carmine Guirland said the supportive environment of social workers, guidance counselors, and teachers is what attracts him to the work at Bronx NeOn, a site where students who are on probation or who are involved with the court system can prepare for the exam, college, and careers.

When students are on parole they will have really involved [parole officers] who would text me at the beginning of class to check in so that we could work together,” said Guirland. “It’s really about that village thing. The more support systems that are available the more success the students will have.”

Reflecting on his experiences with the graduating class, Guirland’s most treasured memory was when one of his students proposed to his girlfriend in a guidance counseling session. Even though they aren’t together anymore, the moment was a reflection of the relationships that many of the students build during their time at Pathways to Graduation.

“It’s this amazing high moment where this student felt like the most comfortable place for him to propose to his girlfriend and the mother of his child was in our advisory circle,” said Guirland.