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Sign Up for the Tom Cavanaugh Memorial Blood Drive on May 29th
See page 2.
BostonUnion Teacher
The Award-Winning Newspaper of the Boston Teachers Union
AFT Local 66, AFL-CIO • Democracy in Education • Volume XL, Number 10 • May, 2008
A
By Richard Stutman
BTU President
s you get this newspaper in early
May, many of you have an important decision to make by the end
of the month: whether or not your
school ought to convert to pilot status.
Until this last
month, schools
wishing to do
things differently
had only one
choice: conversion to Pilot status. Now there’s
another choice: Richard Stutman
become a Discov- BTU President
ery School. The
chart below details the distinctions
between the two models. We ask that
everyone consider their choice
wisely.
A 2/3rds staff vote in the affirmative is the first step in the pilot school
conversion process. A final decision
on each proposal rests with the BTUBPS steering committee.
A decision made to convert to pilot
status is irrevocable. No vote is required to change to Discovery Status. Instead, consensus is required
from four groups: The ILT, the BTU
Building Reps, the SSC, and the administrator.
The Boston Foundation has
funded 22 pilot school RFPs, mostly
proposals to convert from traditional
schools to Pilot Schools. Some are
proposed start-up Pilots, some are
grade expansions of current pilots,
and some are combinations of all of
the above.
The union will review each proposal that garners a 2/3rds conversion vote of staff as well as all of the
other start-up/combination proposals and make its decision for approval
based on a series of considerations.
Here are just a few of what will be our
considerations:
1. How does the Pilot proposal
mesh with overall system wide
goals and student demographics? Considering that the superintendent and school committee are looking at a plan that
may call for the closing of 4-6
schools and the redesign of
other facilities in September
2009, does it make sense at this
(continued on page 4)
C
arl Chew, a 6th grade science
teacher at Nathan Eckstein
Middle School in the Seattle
School District, last week defied federal,
state, and district regulations that require
teachers to administer the Washington
Assessment of Student Learning to students.
”I have let my administration know
that I will no longer give the WASL to my
students. I have done this because of the
personal moral and ethical conviction that
the WASL is harmful to students, teachers, schools, and families,” wrote Chew in
an email to national supporters.
School District response to Mr. Chew’s
refusal was immediate. After administrative attempts to dissuade his act of civil
disobedience had failed, at the start of
school on the first day of WASL testing,
April 15, Mr. Chew was escorted from the
school by the building principal and a
district supervisor. Mr. Chew was told to
report to the district Science Materials
Center where he was put to work preparing student science kits while district
administration and attorneys consulted
on an appropriate penalty for what was
labeled, “gross insubordination.”
Mr. Chew attended one hearing at
Seattle School District Office, where he
was accompanied by a Seattle Education
Association representative. On Friday,
Seattle, Washington 6th grade teacher
Carl Chew stands up to Federal, State
and District officials and refuses to administer State Standardized Test.
April 18, Mr. Chew received a letter from
Seattle School District Superintendent
Maria Goodloe-Johnson which began,
“This letter is to inform you that I have
determined that there is probable cause
to suspend you from April 21, 2008
through May 2, 2008 without pay for your
refusal and insubordination to your
principal’s written direction to administer
the WASL at Eckstein Middle School.”
During his weeklong struggle with the
district over consequences, Mr. Chew
was supported by allies throughout the
state and nation. “Carl Chew is saying
‘No!’ to high stakes testing and a resounding ‘Yes!’ to student needs and to teacher
professionalism,” stated nationally renowned education activist and author
Susan Ohanian of Vermont.
”There are many more teachers who
are ready to follow suit. They just need an
example and leader,” states one Washington teacher.
Organizations and individual allies are
now working to replace Mr. Chew’s lost
wages.“Thoughaminorgestureinresponse
to your so much larger gift, I plan to contribute to your salary for the two-weeks the
schools aren’t paying,” was the response of
one colleague from Washington.
Parent Empowerment Network will
be presenting Mr. Chew with a check for
$200 to help alleviate his loss of wages
and is encouraging organization members to also support Mr. Chew with words
of encouragement and monetary contributions. The Vermont Society for the
Study of Education and Colorado’s Coalition for Better Education have also
pledged contributions.
(Submitted by the Parent Empowerment Network, Seattle, Washington.)
See pages 3 & 8 for more on
Carl Chew’s Actions.
Non-Profit Org.
U.S. Postage
PAID
Boston, MA 02109
Permit No. 52088
Pilot or
Discovery School?
Seattle Teacher Refuses to Administer WASL Test
Citing Multiple Harms Test Causes
Students, Teachers, Schools and Parents
The BTU Social Committee organized a very successful Homeless Benefit.
BTU Fundraiser for the Homeless
Raises Over $7,000
F
By Patricia Melanson
or nearly 20 years, the BTU has hosted an annual fundraiser to benefit the
Pine Street Inn and Rosie’s Place. This year in spite of the dreary weather
and computer complications at the Credit Union, many happy partygoers still
attended the benefit which was held at the BTU Hall on Friday, March 28, 2008.
Reflecting on Practice & Collaborating with Peers
➤ Celebrating Paraprofessionals
Why is Healthcare So Expensive?
2
7 & 12
10
BOSTON TEACHERS UNION
LOCAL 66, AFT
180 Mount Vernon Street
Boston, Massachusetts 02125
Notes from the President
Commentary: Garret Virchick
The Dimensions of an Effective School System:
Reflecting on Practice and Collaborating with Peers
(8th in a series)
t is essential that we, as professional
educators, look closely at where we
have been, where we are now, and
what do we hope to accomplish in the
future. That has been the philosophy of
this column as it examined some of the
past practices of the Boston Public
Schools. It is important to note, as the
school year draws to a close, that much of
the critique in this column was based on
the past ten years. Institutions change,
superintendents change. If the past was
marked by top-down initiatives with little
collaboration between the stakeholders
in public education, there is hope that the
future will be different.
The 8th Dimension of an Effective
School System looks at Reflecting on
Practice and Collaborating with Peers.
Reflecting on ones practice needs to be
both an individual act and a collective act.
For a school system to thrive everyone
needs to be at the table and all parties
need to have an equal voice. This includes
administration, teachers and their union,
parents and even students. In the past ten
years we have seen too much bullying
from the top, attempts to marginalize our
union through false and inaccurate attacks in the media, and a philosophy that
states the only way to improve education
is to give administration “flexibility” to do
whatever they pleased. We have seen
parent voices disappear through the
defunding of the City-Wide Parent Council and the withering away or manipulation of school site councils. Much needs
to be rebuilt if we are to improve public
education.
The first expectation under this dimension is that we collaborate with
coaches and colleagues to improve our
practice. That will certainly be more difficult with the current budget shortfall and
the excessing of most math and literacy
coaches. As has been mentioned numerous times in this column, the Boston
School Committee has an obligation to
raise sufficient funds for public education. A good start would be to collaborate
I
with the Boston Teachers Union and lobby
the State House for the right to raise
revenues. A small meal tax or hotel tax
would go a long way towards meeting the
needs of public education. That would
require the School Department to practice what it preaches and work with our
union as a peer, not as an adversary.
The 2nd and 3rd expectation in this dimension calls for teachers to set professional goals based on an analysis of the
needs of schools and students and to
actively participate in a variety of professional development activities including
CCL, common planning time, department/SLC teams, workshops and
courses. To accomplish this all schools
need to have the leadership in place to
coordinate this. Too often common planning time is wasted because there is little
leadership, no agendas, or the time is
taken up with a myriad of other tasks. Too
often professional development time is
wasted when it is put together with little
or no input from teachers.
There needs to be an acknowledgment by the School Committee that the
only way to improve the practice in our
schools is to include those that know
education best – teachers. And we can’t
do this simply by adding more responsibilities. Teacher leadership positions
need to be created. A career ladder for
teachers can and should be a negotiated part of the Boston Public Schools.
This ladder would offer teacher leaders
reduced workloads so that they might
share best practices with peers, organize team meetings, coordinate professional development, and become part
of leadership teams dedicated to whole
school improvement. In the past we
have been subjected to too many experts from outside our schools when
the expertise is inside our schools.
The last expectation calls on teachers
to engage in collaborative problem solving and decision making based on what is
in the best interest of students. The recent collaboration of the School Department and Dr. Carol Johnson and the
BostonUnionTeacher
Published by the Boston Teachers Union AFT Local 66, AFL-CIO
The Boston Union Teacher
is published eleven times a year
September - July, inclusive.
President
RICHARD F. STUTMAN
Vice President
PATRICK CONNOLLY
Secretary-Treasurer
EDWARD A. WELCH
Co-Editors
MARY F. GLYNN
GARRET VIRCHICK
Editorial Board
Caren Carew
Angela Cristiani
Jenna Fitzgerald
Robert Jango
Michael J. Maguire
Michael McLaughlin
Eileen Weir
EDITORIAL NOTE:
The opinions expressed in the Boston
Union Teacher do not necessarily
represent the views of the Boston
Teachers Union, or those of its members.
WHEN WRITING:
All correspondence to the Boston Union
Teacher must be typewritten and signed.
All articles must be appropriate to the
publication, and in good taste.
Letters to the Editor should be sent to
[email protected].
DEADLINE:
The Deadline for submitting articles
for the June edition of the Boston
Union Teacher is May 14th.
All copy should be e-mailed to
[email protected] and
[email protected]
This deadline will be strictly adhered to.
180 Mount Vernon Street ❖ Boston, MA 02125
617-288-2000 ❖ 617-288-2463 ❖ Fax 617-288-0024 ❖ www.btu.org
2 ❖ BOSTON UNION TEACHER ❖ May, 2008
Boston Teachers Union to create
tee watches and says nothing
Discovery Schools is hopefully the
as lies and half-truths are
beginning of a new era in the Bosprinted. If collaboration is a
ton Public Schools. The School
good thing, and I think it is, the
Committee should take note of this
Boston School Department
and some fundamental rights that
has the responsibility to stand
all citizens should have. Teachers,
up for the teachers in Boston
as all workers do, have the right to
and these attacks on our rights.
collective bargaining. Too often we Garret Virchick This would be a true partnersee editorials in newspapers that
ship, a foundation for a subattack this fundamental right. Too often stantive collaboration to educate all the
we read that our collective bargaining children in the Boston Public Schools,
agreement is the main thing holding back and an essential part of the Dimensions of
education reform. The School Commit- an Effective School System.
Tom Cavanaugh Memorial Blood Drive May 29th
Dear Friends and Colleagues:
Baseball season is back and this is your opportunity to step up to the plate as a
blood donor. On Thursday, May 29th from 10:00 am to 5:00 pm, the BTU and the
Red Cross will be sponsoring the Tom Cavanaugh Memorial Blood Drive. Giving
blood saves lives. Nearly five million people receive blood transfusions every year.
On average, every two seconds someone in the United States needs blood.
Unfortunately, only 5% of the eligible population donates blood in any given year.
Currently there is no substitute. Healthy donors are the only source of blood.
The blood drive is open to everyone. Bring your friends, loved ones, or even your
spouse. A complimentary lunch with refreshments will be provided. Students from
Madison Park’s Nursing Program have volunteered to participate with the donation process. You can sign up by filling out the form below or through the link
provided in the e-Bulletin or the BTU home page. Please indicate if you have a
preferred time to donate. All walk-in donors are welcome.
Each donor will receive a free T-Shirt and a coupon for a free pizza at Pizzeria
Uno. Also, each donor will be entered into a raffle with and a chance to win one of
four prizes, including two free tickets to a Red Sox game.
If you are unable to donate you can help us by:
1. Passing the word along to family, friends, and colleagues.
2. Remind others to save this date.
3. Make announcements in your building during the week of the event.
Please bring a photo ID with you when you donate.
Respectfully,
John Enright,
Madison Park Technical Vocational High School
BTU Tom Cavanaugh
Memorial Blood Drive
at the BTU Hall
Thursday, May 29, 2008
10:00 am – 5:00 pm
American
Red Cross
All donors will receive a free T - Shirt
Any questions, contact Pat Mullane
Free Raffle,
4 Prizes
Email: [email protected]
or call the BTU – 617-288-2000
Walk-Ins Welcome
Thank You for
Your Support
Walk-Ins Welcome
Donors can send an e-mail with your name, school,
phone # and preferred time to donate to: [email protected]
or Fill out the form below and return it to the BTU, attention: Ms. Shea
Name: _________________________________
School: ________________________________
Phone: _________________________________
Preferred time to donate: ___________________
Please return to: Maureen Shea
c/o BTU
180 Mt. Vernon St.
Dorchester, MA 02125
Local 66, AFT-MA
AFT, AFL-CIO
BTU Phone Numbers
Office .............. 617-288-2000
Taped Message .. 617-288-2463 Health & Welfare 617-288-0500
AFT Massachusetts 617-423-3342 Function Office .. 617-288-3322
Lounge Office .... 617-288-3322 Vision Center .... 617-288-5540
Tremont Credit Union .......... 781-843-5626
Seattle Teacher Refuses to Administer WASL Test…
(continued from page 1)
Carl Chew’s statement regarding his act of
civil disobedience
O
n April 15, I refused to give the Washington Assessment of
Student Learning to my sixth grade students at a Seattle
Public Schools middle school. I performed this single act of civil
disobedience based on personal moral and ethical grounds, as well
as professional duty. I believe that the WASL is destructive to our
children, teachers, schools, and parents.
It is important for me to note that my disobedient action was not
directed at any individual. I love being a teacher; my students are
fantastic; my fellow teachers collaborate with and help me every
day in numerous ways; and my school administration has always
shown a willingness to listen to and support the teachers. I
understand that my action has caused people pain, and I am truly
sorry for that, but I could no longer stand idly by as something as
wrong as the WASL is perpetrated on our children year after year.
Though my act of civil disobedience was individual, I do not
stand alone in my strong beliefs. Any Internet search for high
stakes testing will reveal highly regarded educators, distressed
parents, and sensitive teachers with a wealth of thoughtful writing
and case studies supporting my views.
The WASL is bad for kids.
To my mind the measure of successful childhood is that each
child learns about who she or he is and how the world works, gains
an assertive and confident self image, and feels safe, well fed, and
happy. Schools, along with parents and communities, need to
contribute wisely to this goal. Unfortunately, the WASL creates
panic, insecurity, low self esteem, and sadness for our children.
• It is written in the language of White, middle and upper class
students, leaving all others behind.
• It is presented to children in a secretive, cold, sterile, and
inhumane fashion.
• There is no middle ground – children either pass or fail –
which leaves them confused, guilty, and frustrated.
• Numerous questions on the test are unclear, misleading, or
lacking in creativity.
• It tests a very narrow definition of what educators know
children need to become well-rounded human beings.
• The WASL is given at a prescribed time regardless of a child’s
emotional or physical health.
The WASL is bad for teachers.
For meager pay teachers are asked to work in extremely
challenging situations, keep absurdly long hours, and, when it
comes to the WASL, function in an atmosphere of fear.
• A majority of teachers loath the WASL but feel unable to
speak out freely against it due to their fears of negative
consequences for doing so.
• Because administrators are constantly pushing to meet
federal guidelines for yearly score improvements, their relationships with teachers can become strained and unpleasant.
• Administrators and teachers suffer under the knowledge
that if they do not achieve improvement goals (measured by
WASL passage alone) they can be sent to retraining classes,
lose their students to other schools, or have their “failing”
school handed over to a private company.
• Before administering the WASL teachers mandatorily sign a
“loyalty” oath promising they will not read any of the test
questions.
• Teachers feel devalued by the amount of time most of them
have to devote to test practice and proctoring – upwards of
four weeks for actual testing and many more weeks for
WASL prep in many cases.
• Teachers feel used and depressed when, half a year after the
test is given, they are presented with dubious WASL results
– amateurish and misleading Power Point charts and graphs
telling them next to nothing about their students’ real knowledge and talents.
• Teachers’ relationships with parents are compromised because they cannot talk freely with them about opting their
child out or other WASL concerns.
The WASL is bad for parents and families.
• Parents have been shut out of this costly process.
• Most of them are misled by official statements about the
purpose of the WASL.
• Many of them do not realize that they have the right to opt
their children out of testing with no consequences, though in
practice schools have illegally put inappropriate pressure on
parents and children who have opted out.
• Many of them do not realize that teachers are, in many cases,
not allowed to discuss any reasons why they might want to
opt their child out. (Teachers in California went to court to
secure the right to inform parents of their right to opt their
children out of that state’s testing.)
• Like children, parents suffer from the same feelings of guilt
and unhappiness when their children fail.
• Parents are not informed that the test is biased, culturally
insensitive and irrelevant, and not a real measure of anything.
• The WASL graduation requirement has kept thousands of
families from knowing whether or not their students will be
When is the last date I can receive a
Year-End Overall Performance Evaluation?
The management/labor agreement, better known as the contract, states; “All staff shall be
formally evaluated using factors reasonably related to a teacher’s professional performance, with a
mark for each factor and an overall rating. Overall ratings shall be: Satisfactory or
Unsatisfactory [Meets Expectations or Does Not Meet Expectations] and shall be
transmitted to teachers prior to May 15.” ‘Overall’ Year-End formal performance
evaluations must be completed, with the entire evaluation filled out and signed by the observing
administrator, with a post conference conducted PRIOR TO MAY 15th. Teachers should not
sign an evaluation without receiving a copy of it. Teachers should not sign the evaluation using
a date other than the actual date the evaluation is handed to them at a post conference. If a teacher
uses another date and the evaluation comes into scrutiny in the future either at the administration’s
or the teacher’s instigation, a falsified signing date will reflect poorly on the teachers veracity and
may negatively undercut the member’s right to grieve the evaluation, etc. if applicable.
The “prior to May 15” date is hard and fast and can NOT be ‘pushed back’ by administrators
who have not adhered to the contract or who were not organized enough to perform their
professional responsibilities in a timely fashion. A teacher can NOT be given an ‘Unsatisfactory”
OVERALL YEAR-END formal performance evaluation without having received two (2)
‘Unsatisfactory’ formal Interim performance evaluations in the same academic year. The
contract details; “Within (10) ten school days during which the teacher is present following any
evaluation visit [observation], regardless of the rating mark, the responsible administrator or
designee shall meet with the teacher for the purposes of discussing the evaluation. At this meeting
the teacher will be given two (2) copies of the written evaluation, signed and dated by the responsible
administrator. The teacher shall sign and return one (1) copy to indicate having received it, but not
to indicate agreement or disagreement. No teacher shall be asked to sign an incomplete evaluation.”
The contract also states; “Teachers shall be allowed to attach their written
comments to the evaluation form.” If you think that something in the evaluation is
inaccurate, needs explanation, and the like, it is in your best interest to write a thoughtful, factual,
professional narrative to be attached to the actual evaluation. Keep the tone depersonalized as
this should reflect positively upon you as a professional, no matter how frustrated, disappointed
or angry you may actually be. There is no time limit as to when you must complete your written
comments to be attached to the evaluation form, however the sooner, the better. Always keep
a copy of your written remarks as well as the actual evaluation. Remember, if there are
inaccuracies or items/statements that you believe do not accurately reflect what occurred or
that were left out, it is important to include them. Attorneys who have represented our members
in dismissal hearings state that if a teacher has not rebutted/explained the issues raised in the
evaluation, it is often more difficult in the future to go back and do so as effectively as if they had
done so at the time the evaluation was issued. Silence on your part appears to be tacit agreement
with the observer’s characterization of you as a professional in the evaluation.
‘Interim’ formal performance evaluations utilizing the same form as the Overall Year-End
evaluation can be completed from the first day of school to the last. Even though the window
for an Overall Year-End evaluation ends on May 15th, the administration is still able
to do informal observation feedback as well as formal ‘Interim’ performance evaluations after that date.
Who determines the content of and when the
18 hours of professional development are scheduled?
The 18 hours of professional development beyond the regular school day hours must be
scheduled each year. The configuration of how the hours are to be scheduled is to be done with
a secret ballot vote with five days notice of the faculty conducted by the BTU Representatives
prior to the end of the school year. The schedule is determined by a majority vote of the faculty
and the approval of the administrator. The vote can be done by subject area, grade level, or other
groupings of educational interest. The content of the professional development is determined
by the school administration to reflect each individual school’s Whole School Improvement
Plan.
The contract states, ‘If the administrator and faculty fail to agree on a professional development
schedule, three six-hour professional development days shall be added to the end of the school year.
Teachers shall be required to participate in 18 hours of professional development plus one full day
of professional development on the work day following the Christmas vacation or the April vacation,
at the discretion of management. This full day of professional development may be converted to
professional development hours by a majority vote of the faculty. The professional development
schedule for a school year shall be finalized before the end of the previous school year and the schedule
shall be distributed to the staff. In the event that more than 25% of the staff is new to the building the
following September, the faculty may re-vote.’ [Vote to be conducted by secret ballot with 5 days
notice to the faculty by the BTU Reps. which must be completed by 9/15]. When an 18 hour
professional development activity is scheduled after regular school hours to take place for two
hours or less, if a person is out sick or has a personal day, they do not have to make that time
up. However, if the professional development activity is scheduled for more than a two hour
block, the time does have to be made up by the faculty member or they are subject to loss of
wages for that time. Paraprofessionals vote on the professional development hours only if such
a vote entails the conversion of or breaking up of an entire day into hours.
When is the enrollment for the
BTU Sick Leave Donation Program?
This years’ annual enrollment period is May 5 – 16. Signature forms will be with your
schools’ secretary (Superintendent’s Circular HRS-PP15). Enrollment eligibility includes permanent teacher unit BTU members or those entering the fourth consecutive year of service and
BTU Paras with at least three consecutive years of service.
Know your rights!
I’m fighting for you, let’s stand up together! BTUnity!
BOSTON UNION TEACHER ❖ May, 2008 ❖ 3
Frequently Asked Questions: Discovery Schools
What is the purpose of Discovery Schools?
Created as part of the Pilot School agreement, Discovery Schools are
intended to be schools that take advantage of some of the best autonomies
of the Pilot Schools without changing the overarcing contractual language
and protections that define traditional schools. Discovery Schools will be able
to enjoy a measure of curricular/assessment autonomy similar to that
enjoyed by Pilot Schools and potentially, certain budget autonomies such as
buy-back provisions. Discovery Schools will still need to teach the same
standards as all other schools, both traditional and Pilot, but they will have
autonomy to create their own curriculum, methodologies, and assessments.
Discovery Schools, just like Pilot Schools, must still administer MCAS and
other required assessments and, like all BPS schools, must meet all state and
federal requirements and regulations.
Does a school give up contractual rights of its members
to become a Discovery School?
No. BTU members’ rights are not affected by the conveyance of Discovery
School status.
If a school wants to change its school calendar, or the length
of the school day, would teachers get paid for the extra time?
Discovery Schools will not offer teachers overtime pay. If a school staff
wants to extend the work year, or is seeking overall calendar autonomy, they
would need to seek Pilot School status. Notwithstanding this, a Discovery
School can apply for a Massachusetts Expanded Learning Time grant if it so
chooses. In that case, negotiated BTU contract language would apply and
those who agreed to work the extended day would get compensation for
their time in accordance with the contractual agreement reached in the other
ELT schools previously.
What’s in it for teachers?
What’s in it for Principals/Headmasters?
Do teachers’ benefits change if they work
For teachers, Discovery Schools offer a chance to do things differently, to
in a Discovery School?
teach more creatively. Many teachers will enjoy the chance to work on new
There is no change in contractual rights or monetary benefits if teachers
ideas as part of a team devoted to improving the educational services for
their students. Principals and Headmasters will benefit from having an work in a Discovery School. The benefit for teachers in a Discovery School
engaged teaching force that initiates new ideas and has the power to is that they will have greater flexibility than teachers in a traditional school.
implement them.
Does a school faculty have to vote on the
Discovery Schools Proposal?
How did the meeting about Discovery Schools
No, but a proposal must have consensus from affected staff, the support
go at the BTU on 3/31?
On Monday, 3/31, we held a meeting at the BTU to go over the ins and of the school leader, the ILT, and the School Site Council.
outs of becoming a Discovery School. Over 100 teachers and staff from 32
How will schools be selected?
different schools attended this event, which was co-hosted by the BTU and
The BTU, BPE and BPS will establish a committee that is responsible for
Superintendent Carol Johnson. The meeting lasted two hours and contained much give and take. Teachers for their part seemed most interested implementing a RFP process. All applications will be reviewed by this
in curriculum/assessment autonomy. Administrators for their part seemed committee with the understanding that the Superintendent has veto power
most interested in budgetary autonomy. Either way, there was enthusiasm over the creation of any particular Discovery School.
all around.
What criteria will be used to select schools?
Selected schools will demonstrate in their proposal commitment, innovaWhat’s the time commitment required of teachers?
tion, and accountability. We are interested in schools that will propose to do
Of Principals/Headmasters?
None is specified, but it is expected that teacher teams will work together things differently, will lay out the methodology to do so, and will be willing
to develop an academic program they wish to implement. Obviously this will to be held accountable for the freedom they seek. Schools must show that
take time, energy, and commitment — all of which will be time well spent there is a consensus of affected teachers in support of the project, and that
the school leader is in support of the work.
as staff venture on a new course of curricular/assessment autonomy.
Which schools are eligible to apply?
What kinds of support can we expect
All Boston Public Schools (grades K-12) are eligible to apply for Discovery
from the BTU, BPE and BPS?
The BTU and the BPS have agreed to a fund of $30,000 to help the School status.
Discovery Schools get started. In addition, it is expected that teachers in
What will happen to schools that aren’t selected?
schools that are applying will take advantage of the Professional Learning
Schools not selected will be eligible to apply for Discovery status the
Project grants to help lead the work in their schools. BPE will help launch and
support a network of Discovery Schools so that they can learn from each following year, and we will work with them to support them in a planning
other. Other funding (grant) sources will be solicited, but additional funds year.
are not guaranteed. The schools will decide how to spend whatever share
How long will schools maintain their Discovery School status?
of the $30,000 they receive.
Schools will maintain Discovery School status, and the ability to capitalize
on their approved autonomies, as long as the work they develop is
What specific flexibilities will schools get
successful.
as part of the Discovery School designation?
Discovery Schools could receive flexibilities in the areas of budget and
Can a school decision to become a
curriculum/assessment. The way in which these flexibilities are offered is
Discovery School be changed?
modeled closely after the way in which pilots implement these two
Yes, a school can ‘un-do’ its decision and change back to a traditional
autonomies. With respect to curricular/assessment autonomy, the flexibilities
will be identical. In the area of budget autonomy, like Pilot Schools, school.
Discovery Schools will be able to ‘buy back’ certain central office services. But
How will selected Discovery Schools be evaluated?
unlike Pilots in the area of budgetary autonomy, Discovery Schools will NOT
Are there specific accountability measures
be able to ‘save’ the salary differential between a high-salaried teacher (or
that will be used in the evaluative process?
Para) and a lower-salaried teacher (or Para). Our reason for this distinction:
Discovery Schools will be evaluated based on the self-identified perforWe do not want Pilot Schools to make programmatic or personnel decisions
mance and outcome measures articulated in each school’s original proposal.
based on how much a teacher or a paraprofessional costs.
In addition to a clear definition of a “problem of practice,” schools will be
asked to identify specific outcomes that the faculty is willing to be responWill Discovery Schools have access to both of the
sible for – both for adults’ practice and for students’ learning. These should
aforementioned autonomies, or only that which is
be specific, measurable, and have a clear connection to the proposed
applicable to the projects that schools propose?
Schools are eligible to apply for either of the autonomies. They are not changes the school wants to initiate.
required to request both. Hence, if a school is only interested in applying for
What about the Process?
curricular/assessment autonomy without budget, that is fine.
How does a school apply for Discovery status?
A letter of interest is due by April 18th, although the deadline is fluid. All
schools that submit a letter of interest will be asked to complete an
Pilot or Discovery School?…
application.
time to add new schools to the mix?
2. What about fiscal restraints? Should
we open new schools and spend
scarce resources while our current
schools are suffering financially?
3. How does the proposal affect the
current shortage of teacher vacancies in various ‘tight’ program ar-
eas? This assignment season teachers in at least eight program areas
will have had a very difficult time in
finding vacancies. Do we want to
exacerbate the problem by creating
more pilot schools, which take away
teacher and para vacancies from
our members?
Can a school attempt to attract students citywide
and increase their numbers?
In and of itself, Discovery status will not allow any school privileges on
student assignment. However, the school department will take a look at the
student assignment process and its capacity limitations regarding any
particular school, Discovery, Pilot or otherwise.
Can a school allocate money to purchase
How would goals and evaluation be decided?
different texts from citywide adoption?
Discovery Schools will develop their own goals and evaluation instruIn a case where a Discovery school has ordered school department- ments by which they wish to be measured
generated textbooks in advance, it may be possible to avoid participating in
that textbook ordering program prospectively; the matter will be considered
How does school decide to become a Discovery School –
on an individual basis.
could it be a section of a larger school?
Yes, provided there is a consensus from the affected staff, the principal,
Where does $ for PD come from if using
the ILT, and the School Site Council.
a different model than what BPS is doing?
PD is an area in which a Discovery School will have discretion. In other
If our school received money from
words, a Discovery School will be allowed to purchase this service indepenThe Boston Foundation can our school use/keep it?
dently.
Yes. Taking the money from the Boston Foundation does not obligate you
to become a Pilot.
Can a school change its walk zone?
Again, student assignments must be seen as part of a whole picture, and
Can school change hours and what about bus schedule?
no school, Discovery or Pilot, will be afforded special status, including the
We assume you mean, Can a school shift its hours? Yes, provided there’s
imposition of a student screening or application process.
no impact on another school, and also provided there is no budgetary
impact.
Would money from Foundations be acceptable?
Discovery Schools will be allowed to apply for outside grants.
Is this a one-time application process?
No, there will be a revolving cycle.
CHARTING THE SIMILARITIES AND DIFFERENCES BETWEEN
TRADITIONAL, DISCOVERY AND PILOT SCHOOLS
Curricular/
Assessment
Budgetary:
Salary
component
(note 1)
Budgetary:
Purchase of
central services
(note 2)
Ability to waive contractual
working conditions and standard
grievance rights
Attachment
rights to a
building
Traditional
Schools
No Autonomy
No Autonomy
or discretion
No Autonomy
No
Yes; by seniority
Discovery
Schools
Autonomy
(note 4)
No Autonomy
or discretion
(note 5)
Autonomy
(note 7)
No
Yes; by seniority
Pilot
Schools
Autonomy
(note 4)
Autonomy
(note 6)
Autonomy
(note 7)
Yes
(note 8)
None
(note 9)
Ability to change/extend school
day or year; schedule flexibility
(note 3)
School
governance
structure
Decision to convert
Required for approval to
from traditional school convert
to changed status
Traditional
Schools
None per se
Admin., SSC, ILT
Not applicable
Not applicable
Discovery
Schools
None per se
Admin., SSC, ILT
Revocable
Consensus from ILT, BTU Reps.,
SSC and Admin.
Pilot
Schools
Yes; up to 95 uncompensated hours per Admin., SSC, ILT,
year can be mandated for all teachers
Governing Board
and paraprofessionals
(note 10)
Irrevocable
Conversion to pilot status
requires a 2/3rds vote of staff;
approval from the BTU-BPS
Steering Committee
1.
Pilot Schools are allowed to keep (or retain) the salary differential between
the salary of an employee and that of the ‘average’ employee. In other words,
if a typical teacher ‘costs’ $70,000, and the Pilot school hires a teacher who
costs $50,000, the Pilot School gets to retain the $20,000 salary differential.
This provides an economic incentive for a Pilot School to hire or retain a lowerpriced employee.
2.
Both Pilot Schools and Discovery Schools are allowed to choose from a list of
central services. Altogether these services total approx. $400 per students,
give or take, in a given year. Both Discovery Schools and Pilots Schools have
autonomy with respect to the purchases of these central services. They can
choose to purchase or not to purchase any of the aforementioned services.
If they do not choose to purchase these services the money is retained in their
budgets to spend as the school sees fit.
3.
Discovery Schools will have the same work day and work year as traditional
schools. However, Discovery Schools, like traditional schools, are allowed to
apply to become an Extended Learning Time (ELT) school, subject to
negotiations. All ELT time is compensated. Pilot schools have flexibility in this
regard, and can mandate up to 95 per year of uncompensated work for all
teachers and paras.
4.
These autonomies are identical. Schools have a right to design curricula
different from the district curricula as long as said curricula meets state
standards.
5.
Discovery Schools do not have any discretion in this regard and will have no
incentive to make any decision, hiring or excessing, based on a person’s
salary.
6.
Pilot Schools have the right to capture any savings based on an employee’s
salary as outlined in note 1.
7.
These autonomies are identical for both Discovery and Pilot schools as
outlined in note 2.
8.
Pilots have an internal appeals mechanism instead of a grievance process. The
basic difference between the two: An internal appeals mechanism is just what
is says – internal. Matters go through an internal appeals process, and if
unresolved, go to the union president and the superintendent both of whom
must agree on a resolution. Important matters of dispute can easily go
unresolved. The traditional grievance process also has an internal component, but matters unresolved go – ultimately for final judgment – to an outside
arbitrator for binding resolution.
9.
Pilot school teachers work at the school at the discretion of the pilot school
administration. Teachers can be asked to leave at the end of a given school
year. If they are asked to leave (or choose to leave) they retain seniority rights
in the school system.
10. Each year the Pilot School administration presents any changes in the school
calendar for a vote by the faculty. A 2/3 vote from the faculty is needed to
change the school calendar. Teachers are not compensated for the first 95
hours of time over and above the standard contract. Any additional time
required over the first 95 hours is compensated at the contractual hourly rate,
not the teacher’s real rate, through the following formula: The first 50 hours
over the 95 is paid for through money provided by the School Department.
Any additional hours will be paid for through money from the pilot school
budget.
BTU Fundraiser for the Homeless Raises Over $7,000…
Those who attended enjoyed great food
and company and music was provided by
Suzie Cue Productions. Over 30 local
area businesses donated gift certificates
and items which were raffled off over the
course of the evening. A list of the businesses who donated is included in this
issue and we encourage BTU members
to support the businesses who helped us
raise money for such a worthy cause.
At this time approximately $7,000 has
been raised from donations and the sale
of raffle tickets. Member can still contrib-
ute by mailing a check to Jeanne Turner,
c/o Boston Teachers Union, 180 Mt.
Vernon Street, Dorchester, MA 02125.
Checks should be made payable to either
the Pine Street Inn or Rosie’s Place.
Thank you to the Social Committee
members for their hard work and dedication in organizing this amazing event:
Angela Cristiani, Elaine Colarossi,
Martha Cotton, John Ferguson,
Denise Henderson, Carla Johnson,
Pat Mullane, Kristen Pinto, Linda
Simonetti, and Eileen Weir.
(Patricia Melanson is a teacher at
Madison Park High School.)
Barbara Novak shares a laugh with Cheryl Samuels at the BTU Homeless Benefit.
Edward Becker picks winning ticket.
Barbara Locurto has the smile of a
winner.
Eileen Weir and John Gomes of
Madison Park High School.
Beverly Mawn and Virginia Donnelly.
BTU members enjoy the benefit.
Another winner – Brenda Chaney!
The group from Rosie’s Place have a great time.
T. Brooks Shepard, Mark Juster and Sherry Pedone enjoy the proceedings.
Thank You to the Generous Donors to the Fundraiser for the Homeless
224 Boston Street Bistro – 224 Boston Street, Dorchester
Amrhein’s Restaurant – 80 West Broadway, South Boston
Birch Street Bistro – 14 Birch Street, Roslindale
Blarney Stone – Dorchester Avenue, Dorchester
Captain Fishbone’s – 332 Victory Road, North Quincy
Carson Place Catering – 180 Mount Vernon Street, Boston
Coda Restaurant – Columbus Avenue, Boston
Coleen’s Flower Shop – 912 Dorchester Avenue, Dorchester
Crew International Salon – 327 Harvard Street, Brookline
Cristiani’s Chiropractic – 266 Water Street, Quincy
D Bar – 1236 Dorchester Avenue, Dorchester
Dockside – 1099 Main Street, Wakefield
Edible Arrangements – 613 East Broadway, South Boston
El Sarape – 5 Commercial Street, Braintree
Elizabeth Grady – 1860 Centre Street, West Roxbury
Esprit Du Vin – 25 Central Avenue, Milton
Fancy Salon – 640 Gallivan Boulevard, Dorchester
Firefly – 130 Dartmouth Street, Boston
Four’s Restaurant – 15 Cottage Avenue, Quincy
Gerard’s – 772 Adams Street, Dorchester
Hancock Tavern – 668 Hancock Street, Quincy
Jack Madden Ford – 825 Providence Highway, Norwood
Kelly’s Landing – 81 L Street, South Boston
Laurel – 142 Berkeley Street, Boston
Madison Park High Schools – 75 Malcolm X Boulevard, Boston
McCormick and Schmick’s – Faneuil Hall Marketplace, Boston
McFadden’s – 148 State Street, Boston
Menopause/Stuart Street Playhouse – 200 Stuart Street, Boston
Nino’s
O’Donnell’s Pub – 1048 Main Street, Randolph
Phillips’ Old Colony House – 818 Morrissey Blvd., Dorchester
Slade’s – 958 Tremont Street, Boston
Solera – 12 Corinth Street, Roslindale
Stephen Leigh Jewelers – 1415 Hancock Street, Quincy
Suzie Cue Productions – 21 Bay View Avenue, Quincy
The Playwright – 658 East Broadway, South Boston
Celebrating Paraprofessionals
AFT-MA/BTU 22nd Annual Para Conference
By Debbi Brown and Joan Forcucci
I
AFT Massachusetts President
Tom Gosnell addresses the
paraprofessionals at the 22nd
Annual AFT-MA/BTU Para
Conference.
AFT Massachusetts’ Ed Doherty
greets Boston School
Superintendent to the 22nd
Annual AFT-MA/BTU Para
Conference.
t was a rainy, dreary day for the twenty-second annual AFT-MA/ BTU Statewide Paraprofessional Conference held at the BTU
on April 5, 2008. That did not dampen the spirits of the paras, especially those paras from around the State who had to travel to
get here.
We had paras from New Bedford and Fall River, Medway, Lowell and Peabody. With the paraprofessionals from Boston, the
count was a good 150 to 160 attendees.
Our first guest speaker of the day was Dr. Carol Johnson, Superintendent of the Boston Public Schools. This was a first for the paras –
for a Superintendent to respect us by attending our conference. We
were thrilled.
Dr. Johnson started out by saying she heard it was BTU Paraprofessional Field Rep. Jenna Fitzgerald’s birthday so why didn’t we wish
her a happy birthday with a song. Everyone joined in and gave a loud
rendition of Happy Birthday, a great way to start a great conference.
We all settled down to listen to Dr. Johnson as she spoke of how
important paras are and what a good job they do as team workers. She
also mentioned the budget problems and how Mayor Menino was
kind enough to help us out. The talk then went to possible lay-offs, but
she did state that she was not looking to lay off teachers and paraprofessionals at this time – maybe some school closings but hopefully not right
now. We understand times are tough everywhere.
Next there was another time out for the Paraprofessional Council to
present Jenna with a gigantic basket of flowers for her birthday, while
Richard Stutman followed with a beautiful bouquet from the BTU
staff.
Before Jenna had a chance to catch her breath with all her “thank
you, thank you, thank yous, I can’t believe this!,” a table bearing a magnificent birthday cake was rolled out to the front of the hall.
Another song while Jenna blew out the candles. The cake, she was told, would be served with lunch.
Jenna took some time and proudly presented a framed award and gave tribute to a worthy para, Carolyn Earl, of the Gardner
School. Carolyn had performed the Heimlich maneuver on a student, thereby saving them from choking to death. She also
conducted herself very competently with a student who had a
seizure. We are honored to count Carolyn Earl as our colleague
and friend.
Back to the business of the conference. Richard Stutman,
President of the BTU, was our next speaker. Richard gave a warm
welcome to all and especially to all our visitors from around the
State. He then introduced Tom Gosnell, President of the AFT
Massachusetts. Tom entertained the group with his array of hats,
which he brought to give the group an opportunity to vote as to
which of the hats they did or didn’t like. Then he indicated his
beard, which he loves, but he did not get the same reaction from
the audience. Nevertheless he did wow them with his Red Sox
joke that he tells every year, and every year they beg to hear it
again.
N
ow the time had come for serious business. The first
workshop of the day, introduced by Debbi Brown from the
Sumner School, was Laura Davis, MEd., who was to present a Boston School Superintendent Dr. Carol Johnson (right) leads
wonderful and informational workshop on Crisis Prevention.
the paras in a rousing rendition of “Happy Birthday” to BTU
Laura started out by telling the paras of her work in the Boston Para Field Rep. Jenna Fitzgerald.
Public Schools for over 30 years in many capacities. We in Boston
schools know her as a coordinator and specialist working with principals, teachers and paraprofessionals to create support and
preventive systems for students with behavioral challenges. Some of the themes of her workshop were:
• Co-Team model including roles and responsibilities.
• Redirecting students and setting limits with
students that they understand.
• Building relationships, and fostering self-esteem.
• Getting to know your student so you understand what learning style is best for his/her
strengths.
• Should you use verbal, visual, hands-on?
This is just one little part of what you go through
with the student. Laura Davis left
us with a beautiful thought to ponder, “ Kids don’t care how much
you know – until they know how
much you care.”
We were left with so many
thoughts, rules and procedures it
was overwhelming. We would have
enjoyed having another hour or BTU Para Field Rep. Jenna Fitzgerald (left) and BTU President Richard
two just to listen to Laura and her Stutman (right) present an award to Gardner School para Carolyn Earl for
understanding of the kids and their her quick actions in administering the Heimlich Maneuver to a student
problems. We had to move on, but who was choking.
the vote was powerful to continue
on at another time. Of course there is always next year!
The next workshop, “Discover The Possible,” by Patrick J. Brady, a certified hypnotherapist, was
introduced by Lisa Kelley from the Holland School. Patrick was to do a workshop on stress reduction, which
of course we all need and appreciate.
During his lecture, he said that he would hypnotize the participants and show hypnosis techniques that include visualization
and guided imagery to reduce stress and anxiety. We were fascinated by his stories and little moves that had some people very
Commentary: Charles R. Johnson
The War
T
his is moving into the sixth year of
the “war.” It is the most impersonal
war of my lifetime. We have sent
battalions of our brave young people to
fight in a country that is bludgeoning
them with its weather and terrain. Most of
us are wondering why we are pouring our
youth into a battle that has been mismanaged and engaged upon by a single person, our president.
Please, do not think that he singlehandedly engaged us in this hideous endeavor. Your representatives and mine
abdicated their responsibilities to protect
us. They voted in support of this campaign without the follow through that the
law requires. I hold all of the elected
representatives at fault. We have let them
off the hook!
This is now not a war, but a “police” act.
Our young men and women are being
used. They are put in an untenable position. If we were at war, they would be
destroying property and vanquishing the
enemy. Instead, our men and women are
trying to employ their efforts to build
friendships and “nation” building.
We the public, have seen a search for
weapons of mass destruction, the building of a free Iraq, and now a “police action”
to help them secure and run their country. Let me tell you the real picture. We
invaded a country with the thought of an
easy victory (not so Colin Powell). We
were told that we must restore order, and
now we must not leave for the fear of
losing face. The reality is the loss of four
thousand young vibrant fighting men and
women and the untold broken bodies and
minds of the survivors of this private war.
We own a war that has caused us to make
no sacrifices (not those families of our
fighting men and women). The arrogant
Vice President, Dick Cheney, recently
dismissed a challenge to the war as if it
was merely an imposition. This show of
total ambivalence is intolerable.
The toll on the country is immeasurable. Each tax-paying citizen is being hammered by this war. The money spent
could have repaired our roads, supported
Is National
Is National Board
Board
Certification
Certification
for you?
NBPTS
Outreach
Mo
Monday, Ma
May 7
BTU
4 pm
U 4-6
[email protected]
Spring into
thoughts about
this professional
opportunity.
CLD/BTU
Candidate Support
Social Security and more importantly
strengthened education. The war has
caused the devaluation of our dollar, and
raised the cost of everything from our
fuels to our food. If anyone thinks they are
insulated from this national depletion of
our economy, they certainly have no need
for the preceding.
This year, we have an opportunity to
save the maiming and death of our young
men and women. The choice of the leader
of our country is going to be essential to
the direction of our military. This leader
will have to reel in the use of our National
Guard and the over extension of the reserve. Our interest will have to take a
careful look at the care and reintroduction of our veterans to society. The real
impact of this war has had a human toll
that has not been calculated. It is not
going to be a foregone conclusion when
we eventually terminate our involvement
that the unforeseen consequences become a reality.
There are a number of families in the
teaching fraternity that are deeply invested
in the war. They have sons and daughters
in the armed forces. We have neighbors
that are in the reserve who have been
called to duty. This war has drawn even
our students into the fray. We as educators, have a duty to teach our students to
extrapolate cause and effect from the
newspapers and television broadcast. This
war has a lot to do with our short coming
in the political system and the need to
advocate change.
As I write this the President has pushed
for a higher deployment of soldiers to
quell the violence and support an anemic
government. We as a nation continue to
pour tomorrow’s resources into a country
that seems to move further from solidification. Our soldiers will come back to a
country empty of resources necessary for
them to earn a living. How come this
obsession to win looks markedly like Vietnam?
You have to admit, the daily drone of
the number of Americans killed has jaded
our senses much in the same way the
nightly news of Vietnam fatalities did in
the past. It is going to take the same
foresight and strength to get our men
and women out. This nation has always
been the leader in fighting for fairness.
We are not the police of the world! How
can we ask our citizens to continually
overrule the constitution? How do you
prove to the populous that this is in our
sovereign interest? We have now gotten
ourselves in an insane situation with no
perceptible vision of an end!
George Stephanopoulos is one of
the few that weekly announces the
names and state of origin on his weekly
show of fallen soldiers. He is one of the
The Professional Issues Committee of the
Boston Teachers Union wants to hear from you!
If you were on the elevator with the Superintendent…
Imagine you had 30 seconds of the superintendent’s undivided attention – an
opportunity to offer her your thoughts on the direction, policies, day to day
reality of working in the Boston Public Schools. What would you say? What
suggestions would you make?
Please submit your version of “30 seconds in the elevator with the Superintendent” to [email protected]. An edited compilation of all responses will be
published in the June edition of the Boston Union Teacher and forwarded to the
Superintendent.
This effort to provide an opportunity for BTU members to voice their thoughts
and opinions regarding issues in the BPS is brought to you by the newly formed
BTU Professional Issues Committee. The goal of the committee is increase the
membership’s role and input in terms of BPS policy development, as well as
increase opportunities for quality professional development and collaboration
with community efforts in support of the children we serve. Stay tuned to the EBulletin for more information!
few mainstream newspersons that highlight the human cost of this war. The
question should be asked, why are not
more news program giving names to the
fallen?
A few weeks ago, we had students
approach us at a union meeting about
supporting civic in the high school curriculum. How important is this when they
will be the very people to next be asked to
fight for their country. It is refreshing that
they see the need to know how their
government should work for them. They
are proactive and want the curriculum to
reflect their needs. These students make
me realize the need for our citizens to
have a civic refresher.
Our federal government has not been
challenged by our citizenry. We have
been quiet on the
war. When questioned, we want
to support the
troops, but want
to see an end to
the conflict. My
hope in the com- Charles R. Johnson
ing months is
that the voters expel those that want to
pour more of our most precious entity,
our youth into a five year old campaign.
How will we as teachers continue to build
the country we live in with such a depletion of our best? Daily, we work to build
the citizenry, let us not allow the waste of
more young lives!
(Charles R. Johnson is a teacher at
Carl Chew’s statement regarding his act of civil disobedience…
allowed to take part in graduation ceremonies and celebrations – the
culminating reward for 13 years of public school attendance and achievement – with friends and families.
The WASL is bad for schools.
Even in the best of times purse strings are rarely opened adequately to public
education. Where a private school needs to charge $20,000-$30,000 to educate a
child well, public schools are given a third or less of that for each student. Simply,
schools are strapped for cash, many of them struggling each year to fund their
needs with an ever shrinking pot of money.
• While schools are generally underfunded, Washington will spend a projected $56 million in 2009 to have a private corporation grade WASL tests.
These tax dollars are needed right in our schools providing more teachers,
smaller classes, tutors, and diverse educational experiences for our students.
• While the federal government requires that school districts use high stakes
testing to qualify for federal dollars, tests are not fully funded by the federal
government.
• WASL is one of the most difficult tests used to fulfill the federal requirements, with one of the highest failure rates.
• Instead of safe, exciting, and meaningful places for our children to spend
half of their waking hours, schools have become WASL or test mills bent on
churning out students who are trained to answer state-approved questions
in a state-approved manner.
The WASL is just bad.
• Most, if not all, teachers will agree that assessment is vital. Wise teachers
know that assessments which are also learning experiences for students
and teachers are the best. The WASL categorically is not a learning
experience.
• I believe that individual students are entitled to their own learning plans,
tailored to their own needs, strengths, and interests. Teachers know it is
definitely possible to do this in the context of a public school. The WASL
categorically treats all children alike and requires that they each fit into the
same precise mold, and state-mandated learning plans based on WASL
scores fail to recognize individual strengths of students.
• Passing the WASL does not guarantee success in college, placement in a
job, a living wage, or adequate health care.
• WASL will decrease the high school graduation rate. Thousands of students
who have completed all other requirements and passed all required classes
will be denied diplomas because of WASL failure.
• High-stakes testing has not proven beneficial to students, teachers, schools,
or communities. In the real lives of students, teachers, and parents the
WASL is an ongoing disaster.
• When I was a teacher at Graham Hill Elementary in Seattle, a number of my
students received their WASL scores to find that they had “failed”. When I
looked at the notices being sent to their parents I saw that each student had
come to within just a few points of actually passing and that their scores were
well within the grey area, or “margin of error,” for the test. The “test
scientists” aren’t sure whether the student passed or failed, yet the school
tells the student he or she failed. These students cried when they saw the
results.
• When I first started teaching, Graham Hill could afford Americorps tutors,
numerous classroom aides, and had money for fieldtrip buses and ample
supplies. By the time I stopped teaching there, Americorps was gone, there
were no classroom aides except for parent volunteers, and everything else
was in short supply.
• Teaching and testing during my last year at Graham Hill was challenging.
I was on my own in a room with 29 students, 10% did not speak English, 50
% of them spoke another language at home, several of them were homeless,
and many of them had severe emotional challenges due to parental pre-natal
drug use, violence, and abuse.
• No one ever asked me or any of the teachers I know whether high stakes
testing was a good idea. In fact, we teachers are made to jump through
seemingly endless hoops to prove our worthiness to be professional,
certificated educators. Public school teachers are responsible for the
educational lives of over a million students in Washington State, yet, in the
end, no one actually wants to listen to what teachers have to say about what
is best for the students in our care.
Book Review: Betsy Drinan
A Decade of Urban Reform –
Persistence and Progress in the Boston Public Schools,
edited by S. Paul Reville with Celine Goggins
I
t was with great interest that I read A
Decade of Urban School Reform – Persistence and Progress in the Boston
Public School, edited by S. Paul Reville
with Celine Goggins. Having spent many
years laboring as a classroom teacher, it
was quite enlightening to read about the
past decade’s progression of BPS policy
initiatives, reorganizations and restructuring told from a more global perspective than my classroom. I mean, what
were they thinking at Court Street for the
past ten years anyway?
This book grew out of a strong desire,
as Dr. Thomas Payzant was retiring
after his unusually long 11-year tenure as
superintendent of the Boston Public
Schools, to evaluate the accomplishments
of the Payzant era as well as help set the
new agenda for the incoming superintendent. Initiated by the Rennie Center for
Educational Research and Policy, an independent think tank in Cambridge
whose director, Paul Reville, has recently been appointed Secretary of Education in the Patrick administration, the
study was funded in large part by the Bill
and Melinda Gates Foundation. Six chapters of the book were commissioned for
presentation at a June 2006 conference on
the Payzant years and the last four chapters were added for publication purposes.
A study conducted by the Aspen and
Annenburg Institutes opens the book and
provides the overview. The many significant accomplishments of the Payzant era
are detailed including the steady improvement in MCAS scores, the development
of citywide learning standards, the adoption of ‘workshop’ as the dominant approach to instruction, increased citywide
curriculum coherence particularly in
math, creation of MyBPS and the access
to data it provides, identification and focus on the Essentials for Whole School
Improvement, creation of the Collaborative Coaching and Learning model of professional development, pilot schools, the
high school renewal effort, over $100
million in private foundation support as
well as the strengthening of the Human
Resources department. The chapter on
Governance highlights the particular
alignment of events whereby the switch
to an appointed School Committee in 1992,
as well as the long tenure of Mayor Thomas Menino and his strong support for
public education contributed to Payzant’s
longevity as superintendent thus allowing for consistency in terms of implementing the Focus on Children agenda.
The average stay nationwide for an urban
superintendent is three years and clearly
Boston benefitted from Tom Payzant’s
many years with us.
However, the Aspen/Annenburg study
highlights some challenge areas moving
forward. While BPS students are increasingly scoring in the Needs Improvement
and thus the passing range on the MCAS,
this is far short of the proficiency required
for success in this increasingly complex
world and test scores seem to have stagnated some. Four year graduation rates
remain tragically low. There are issues of
equity across the district with significant
disparities in terms of resources, staffing,
expectations and equipment across
schools. Concerns about equity extended
to questions regarding enrollment in the
exam schools, the quality of instructional
programming for English Language
Learners and Special Education student
as well as the perception that real deci-
sion making authority and control at Court authors of this chapter on Human ReEscaping from Old Ideas, the chapter
Street was still largely concentrated in sources, suggest that, “The difficulty with on special education, was co-authored by
the hands of a few white men.
There
these approaches is that they Ellen Guiney, Mary Ann Cohen and
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was also a perception that 1234567890123456789012345678901212345
focus on the teachers as com- Erika Moldow from the Boston Plan for
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decision making was largely 1234567890123456789012345678901212345
modities who bring skills and Excellence. Currently BPS is allocating
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talents to the school, but they almost 1/3 of its budget to educate the 1/5
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ternal organizations there 1234567890123456789012345678901212345
they are not places that sup- for non-instructional costs including com1234567890123456789012345678901212345
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was a sense that the city elite’s 1234567890123456789012345678901212345
port good teachers as they pliance costs. Many of our special educa1234567890123456789012345678901212345
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try to do good work. Rather, tion students are students with learning
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are undermined by passive, ties. The authors identified reasons why
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the more grass root, commu-1234567890123456789012345678901212345
erratic, or autocratic prin- many of these students end up in special
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1234567890123456789012345678901212345 cipals, inadequate renity based organizations. Aneducation including the discrepancy stan1234567890123456789012345678901212345
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other major concern is that,
sources, weak infrastruc- dard between intelligence and perfor1234567890123456789012345678901212345
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while progress has been made,
ture, and poor relationships with mance long sanctioned as a determinant
Court Street is still largely ‘siloed’ with the communities they serve.” (p.130)
of disability, the absence of clear schoollittle sharing of information or coordinaBarbara Neufeld, president and wide behavior management systems, and
tion from department to department.
founder of Education Matters, an organi- perceptions by teachers and principals
The chapter on Leadership Develop- zation that conducts educational research that there are students who they are not
ment was co-authored by Karen Mapp, and evaluation, wrote the chapter on In- able to reach but who are in need of some
lecturer at Harvard Graduate School of structional Improvements. She describes sort of intervention. They particularly foEducation and former interim BPS deputy the journey many of us are familiar with cused on the over-representation of black
superintendent for family and commu- from the development of the Essentials, males in L/AB classes and the poor outnity engagement and Jennifer Suesse, to LASW sessions, CCL cycles, CCLM, comes of those classes. With an average
research associate with the Harvard Pub- the decisions to adopt or not to adopt per pupil cost of $28,000 per student, in
lic Education Leadership Project. They literacy programs, and the use of work- 2001, out of the 199 BPS students in Gr. 9
outline major shift in terms of hiring prin- shop as an instructional strategy to the L/AB classes only 32 had graduated five
cipals from the ‘old days’ when would-be cohorts of 21st Century and Effective Prac- years later. Instituting early intervention
principals basically waited ‘in queue’ for tice Schools. She praises Payzant’s team programs in reading, creating secondary
the next available position and particu- for defining an explicit theory of action as level reading courses as well as expandlarly applauded the 2002 creation of the well as specific instructional interventions ing well designed and properly staffed
School Leadership Initiative and its Prin- and supports which was in sharp contrast inclusion classrooms were some of their
cipal Fellows program, nationally recog- to what had been BPS practice in earlier many recommendations. Inclusion was
nized as a model of new principal leader- years. However, she is equally as strong discussed in depth with research findship development. However, they chal- in her assessment that, “The strong foun- ings referenced that state “poorly implelenged the district with their assertion dation and the focus on instruction were mented inclusion can be as bad or worse
that the district has over focused on the not turned into strong school-based prac- than separate classrooms.” (p.213)
‘what’ of instructional reform without pay- tices despite the supports the district had
Tom Payzant himself, in collaboraing enough attention to the ‘how’ of the in place.” (p.147) She critiques elements tion with Christopher Horan, wrote the
change. They detail deficiencies in terms of the move towards small learning com- final chapter. I was interested to learn that
of developing and nurturing leaders, munities in our high schools highlighting Dr. Payzant taught for two and a half
among both teachers and administrators, the reality that the emphasis has really years before returning to Harvard to comwith the managerial and personal skills to been on the restructuring, not on instruc- plete the Ed.D. Administrative Careers
effectively implement the sought after tional improvement and that the elimina- Program. After graduation, he worked as
instructional reforms. “BPS lacks both tion of high school department chairs has administrative assistant to the superinthe systems and attitudes necessary to further weakened the focus on instruc- tendent of the New Orleans public schools
ensure comprehensive and deliberate tion. Ms. Neufeld raises many excellent for two years before assuming his first
leadership development across the orga- questions and includes six very specific superintendency at age 28 in Springfield,
nization.” (P.99) Investment in profes- recommendations.
sional development opportunities for principals and senior leadership declined over
the past decade in an environment where
The Boston School Department
increasingly, professional development
and The Boston Teachers Union
has been viewed as an individual pursuit.
present
Much of the leadership development that
did occur was outsourced, particularly
drawing on the strengths of Harvard
University’s programs.
When:
Thursday, June 5th, 2008
Human Resources, under former diTime:
4:00 pm – 6:00 pm
rectors, Ray Shurtleff and Barbara
Where:
The Boston Teachers Union Hall
McGann, has seen major improvements
180 Mt. Vernon Street
in terms of its policies and practices. There
Dorchester, MA
is still work to be done however, particularly in the area of new teacher retention.
What is the Professional Leadership Project?
An analysis of data from the 2004-2005
The Boston School Department and Boston Teachers Union are in its second year
school year indicated that 47% of BPS
of a collaborative effort to provide professional leadership projects for members
teachers leave during their first three
of the Boston Teachers Union. The goal is to create avenues of professional
years. This is an incredible figure. In the
growth for educators and school support staff by enabling them to take on
past there was no effective system to
additional leadership responsibilities and develop new skills that will advance
systemically collect data regarding why
school improvement efforts. In addition to providing professional growth
teachers are leaving or requesting transopportunities for BTU members, the work performed by these individuals will
fers. The New Teacher Development Propositively impact student achievement in our schools.
gram in concert with BPE have begun to
The Project Leaders from over 80 projects will showcase their yearlong work to
address this issue. Nationwide, there are
promote student growth in achieving success in their education. The projects
many proposals designed to address the
represent elementary, middle and high schools from across the city.
issue of retaining high quality teachers in
low performing ‘hard to staff ‘ schools Join us Thursday, June 5, 2008 at 4-6 at the BTU Hall
key to improving student achievement.
to view this exciting exposition of leadership work
Many of the proposals focus on teachers
by teachers in the Boston Public Schools.
- limiting voluntary transfers or providing
financial incentives. However, Susan
Please contact George Cox at [email protected] or call 617-635-8881.
Johnson and Morgaen Donaldson, the
Professional Leadership Projects Exposition
Why is Healthcare So Expensive?
BTU Member Addresses Union Officials at North Shore Labor Council
T
By Marjie Crosby
his is kind of a big topic for a short
talk presented by a total non-expert. So to prepare for this talk I
read many pages full of big numbers like:
• Insurance companies spend at least
15% of their budgets on administrative costs.
• There are 4 times as many health
care lobbyists in Washington as there
are members of Congress.
• The medical insurance companies
today collect almost one out of every
six dollars spent in America each
year.
• Insurance company overhead adds
more than $100 billion a year to
medical costs.
• Employers spend $100 billion dealing with insurance companies.
• Health care providers and hospitals
spend another $100 billion billing
and fighting with insurance companies.
• The average insurance company
CEO earns 8.75 million dollars per
year.
• And on top of these big numbers is
another really big number - nearly
47 million Americans or 16% of the
population were without health insurance in 2005 and that number has
and continues to increase each year.
Now these were too many big numbers to absorb – pretty soon I found my
mind drifting – asking questions and thinking about smaller numbers:
• Would my daughter have gone over
4 years without a general physical
with a primary care physician if
Chuck-E-Cheese or Claire’s in the
mall had provided her with health
insurance as a part time worker?
• Would my neighbor have done better with serious drug rehabilitation
treatment early on if he was not part
of an HMO that refused to pay for a
hospitalization until several years
later?
• How much money is spent on the
receptionist who takes my insurance
information, calls the insurance company to see how much of my carpal
tunnel surgery is covered, and then
passes all this on to another person
who fills out paperwork to bill both
me and the insurance company?
• How much money is spent hiring a
clerk in central billing to put my
husband on hold while she confirms
his co-pay before allowing him to
come for a sick visit after he kept us
both up all night coughing?
O.K., so those are just small amounts
of money or time – but how many other
people in this room, please raise your
hands, have seen their own insurance
dollars go to administrative costs that add
nothing to the actual medical care you
receive?
Marjie Crosby
• Well multiply $1389 per capita across
the country and the number $400
billion spent each year on health
care bureaucracy is not so small.
• How many people in this room know
one of the more than 1.3 million full
time workers who has lost their
health insurance in the last year
• Do any of you know one of the 8.7
million (or 11% of all children in the
US) who is uninsured?
• Does anyone know one of the 15.3
million uninsured Hispanics? That
number now includes Mario, who
was recently fired from Andover
Medical Manufacturing Company
for filing a health and safety complaint – how sick is that?
• How about anyone who has a friend
who is one of the 37.7 million work(continued on page 11)
An Enterprising Proposal: John J. Enright
Let’s Take a Page From The Liberty Hotel
T
he Liberty Hotel, formerly the
Charles Street Jail, is a recent endeavor of MTM Luxury Lodging.
Centrally located, it offers a spectacular
river view along with a panoramic vista of
downtown Boston and Cambridge. With
its close proximity to the Charles Street
MBTA Station and Storrow Drive it provides its guests easy access to the area’s
most popular tourist destinations. The average cost for a night’s stay is around $425.
While these rates are competitive when
compared with other hotels in that area,
they have risen considerably since the
change in ownership. Previously, guests
were allowed an extended stay which was
free of charge. The former owners operated the facility with a B&B theme, providing their residents with three hot meals
each day. The only prerequisite was a
history of running afoul with the law.
With restaurants such as Clink and
Scampo (Italian for escape) and a bar
named Alibi, the present owners not only
champion the site’s history as a penal
colony, they market it. As a result, business has been very good. Visitors choose
this hotel because they like the idea of
sleeping in the same place where others
who had made poor decisions have stayed.
The idea of taking something that was
previously considered unpleasant and
spinning it to the public as a hip, new
experience is not a novel one. Recent
trends indicate that many Americans enjoy spending their precious free time engaged in what has become known as a
working vacation. For a tidy sum vacationers can experience the back breaking
work on a dude ranch or labor on a construction site.
Upon reflection, I feel that teachers in
Boston are missing out on a lucrative
chance to become a part of the tourist
industry. Richard, Pat, members of the
Executive Board, we cannot let this opportunity slip by us. It’s time we start
marketing the dynamic situation we have
right in front of us. Here is my proposal:
For a fee of let’s say $500/day guests can
come into our schools and classrooms
and teach our students. Included in this
package will be a host of activities that the
guests will surely enjoy. For example, our
campers will start their day circling their
host school looking for suitable parking.
After that they will take home room attendance and responsibility for anyone who
does not attend. From there they will be
accountable for any student that has not
elevated their reading at least two grade
levels. These visitors will be expected to
provide students with all the necessary
materials (i.e. pens, pencils, paper, notebooks, etc.). The package also includes a
public browbeating, a scarcity of curricular materials, a paucity of administrative
support, and a severe blow to the nervous
system. Campers will learn to shovel in
their lunch in less than 15 minutes so that
they can prepare themselves for any potential crisis that awaits them. A disclaimer
shall be included that warns all guests
that their visit could end prematurely if
they decide to intervene in what appears
to be an assault and battery in progress.
They will be advised that once the combatants have been separated and order
has been restored they will most likely be
escorted out of the building to face
charges. We refer to this as our bonus
package and we feel that it is entirely fair to offer no refund since
the camper’s loss of time on site
has been adequately compensated
for by a free trip to the nearest
police station and excitement of
obtaining legal counsel.
We promise our guests that we
will provide them with all the inconveniences that we enjoy such
as inadequate lighting, poor ventilation, lack of natural light, dirty
classrooms, etc. and we will deliver! The
trend towards this type of vacation has a
history of success. I personally have test
marketed my own version of it by offering
Florida retirees the opportunity of experiencing a New England winter. I enjoy
toasting them from the comfort of my
home as I watch them engage in the joys
of snow removal. The experience has
been extremely rewarding for me as I am
sure it is for them. Arthritis, a broken hip
and a few injured backs from placing a
broken air conditioner in my freshly
cleaned parking spot are just a few of the
highlights that my campers have enjoyed.
Judging from the popularity of working
vacations, the success of my own program, and the variety of ordeals and events
that we can offer our guests I can’t see
how the “Teaching Experience” can be
anything other than hottest new trend in
the tourist industry. So, my fellow BTU
colleagues, jump on board and let the
marketing begin. What we see as our
daily routine others may consider a fantasy vacation and one they will be willing
to pay quite a lot for. So if they are willing
to open up their wallets, then I am willing
to open my grade book and classroom
door. However, I can’t promise anyone a
bathroom key.
(John J. Enright is a teacher at the
A Decade of Urban Reform…
PA. Dr. Payzant’s comments on Labor
Management Cooperation emphasized
his belief in the rights of public school teachers to engage in collective bargaining.
However, he later qualified this position by stating that he feels that school
administrators, like principals, should be
removed from collective bargaining units
and that the state legislature should exert
some measure of authority over teacher
unions to ensure flexible work rules
which, in his view, would best meet the
needs of the students of Massachusetts.
Dr. Payzant concluded his remarks on
this topic with the following, “Perhaps
more than any other area, it is in collective
bargaining that I hope Boston can emerge
as a true pioneer in public education, as
one of the districts where district officials
and union leadership come together as
professionals with unprecedented collaboration and innovation to focus on the
improvement of student achievement.”
(P.267) I couldn’t agree more. It is only by
fully involving the practitioners, the BTU
membership, in developing and implementing thoughtful, effective policy that
the significant gains in student achievement we all hope to see can be made.
Early evidence indicates that our new
superintendent, Dr. Carol Johnson,
believes likewise. We hope so.
(Betsy Drinan teaches at the Lila
Frederick Middle School.)
Sick Schools? Taking Action on Air Quality and
School Environmental Conditions
E
nvironmental Safety and Health
(EHS) includes everything from
indoor air quality and ventilation
to specific hazards such as: asbestos and
toxic school chemicals; outdoor pollution
such as diesel exhaust; water, air, or soil
contamination. EHS problems can cause
health effects such as headaches, sinus
and respiratory problems, tightness of
chest, hoarseness, eye, nose, throat irritation, rashes, allergies, chemical sensitivities. Teachers and other school staff
are among the top three industry sector
groups reporting work-related asthma to
Massachusetts Department of Public
Health. Studies have shown that working
in a building with air quality problems
that is not well maintained affects teaching and learning. So what is BPS doing to
address these problems?
In 2006, the Massachusetts Coalition
for Occupational Safety and Health
(MassCOSH) and the Boston Urban
Asthma Coalition (BUAC) released a report – Who’s sick at school: Linking poor
school conditions and health disparities for
Boston’s children. In a review of the school
department’s annual environmental inspections, BUAC noted that inspections
of schools with high asthma rates had a
significant presence of environmental issues. Overall, more than half of the Boston schools reported signs of pests and
the majority of schools reported leaks or
water stains.
In order to keep the focus on improving building conditions, the BTU and
BUAC helped form a city-wide Healthy
Schools Task Force. The Task Force
monitors the annual inspection reports in
order to improve response to building
problems and to get BPS to prioritize
repairs that affect health and safety. It has
also succeeded in getting BPS compliance with the State law on pest management and switched cleaning products to
“green” and safer ones in all schools.
These efforts will only be successful, however, if teachers and parents are aware of
the EHS policies and procedures and
Principals – as the building managers –
take them seriously.
What is the annual
environmental inspection and
how can I get a copy?
In 2002, BTU and the Boston Urban
Asthma Coalition won compliance with a
1996 City Ordinance, written in response
to severe air quality problems at the
Agassiz Elementary School, which required annual environmental inspection
of all schools. The Boston Public Health
Commission developed a standard survey tool used on a hand held “palm pilot.”
The inspectors (BPS Environmental staff
or Health Commission staff) do a visual
check for leaks, visible signs of mold,
pests, dust, clutter and needed repairs.
Basic air quality tests are taken in as
many places as possible for temperature,
humidity, carbon dioxide (an indicator
for poor to acceptable air circulation) and
VOV levels (chemical vapors). Work orders for repairs are noted as needed.
The full environmental report is sent to
the Principal and the one page summary
is posted on the BPS website. Faculty and
parents should read these reports and
find out what is being done to address any
of the problem areas noted on the report.
Some problems can be handled within
the school like limiting food in the classroom to control pests or keeping books
and furniture from blocking the air vents
– typically located below windows. Other
problems must be addressed by the school
department such as fixing leaks, replacing stained ceiling tiles or removing mold
where it is present. These reports are a
“snapshot” in time and do not always
capture all of the air quality problems
teachers experience. They can, however,
be a useful tool because they provide a
record by which school staff can monitor
the corrective actions.
What can teachers do to get a
healthier school environment?
You need to have a mechanism for
documenting and monitoring complaints
and conditions in your school. There are
a number of ways to begin to institutionalize environmental safety and health with
the school structure. Some schools have
utilized their “Wellness” policy to incorporate a review of the annual environmental inspection. The WSIP (whole
Why is Healthcare So Expensive?…
ers uninsured because small businesses can’t afford to provide health
insurance or workers can’t afford
the premiums?
• And who ultimately ends up with the
$170 billion dollar bill each year paid
for medical care for the uninsured –
often for expensive emergency room
visits and hospitalizations that could
have been avoided with earlier routine care? Anyone who pays taxes
can raise their hands on this one.
So part of the answer to the opening
question “Why is healthcare so expensive” rests with the utter inefficiency, outrageous salaries for top executives, and
drive for high profits of the fragmented
insurance industry. But that’s only part of
the story – there’s also the huge pharmaceutical industry. More big numbers:
• Drug maker profits are almost 20% compared with 6.3% for all Fortune
500 companies.
• Average CEO pay is 4.36 million
dollars per year.
• The cost of drugs in the U.S. is dramatically higher than in Canada
where national healthcare keeps
down costs. Lipitor, for example, is
96% more expensive in the U.S.
But of course we have to understand
all the costs that the drug companies
must shoulder – costs like:
• $11 billion dollars worth of free
samples given in 2001 to doctors to
promote their products.
• Salaries for the 88,000 representatives who went around to the doctor’s
office to hand out these samples and
other gifts.
• And of course all that money on
research and development.
But wait a minute…
• According to the National Institute
for Health, the five highest selling
drugs in 1995 were the product of 17
scientific papers. And guess what –
16 of these came from outside the
pharmaceutical industry. The pharmaceutical industry only contributed
research and development capital to
one study!
• The Boston Globe reports that of the
best selling drugs approved from
1992-1997, 45 had received government funding.
• In 1998, the Journal of Health Affairs
reported that only 15% of the scientific articles underpinning patent applications for clinical medicines came
from pharmaceutical industry research, while 54% came from universities, 13% from government labs,
and the rest from other public and
nonprofit institutions.
• Sounds like our tax dollars at work
again.
• And speaking of patents – they really
drive up the cost of drugs – Advil for
example costs 48% more than CVS
brand ibuprofen.
And who comes up with the laws and
rules regulating patents?
In 1995, patent rights received extended protection by the World Trade
Organization, for a minimum of 20 years.
As a result patent rights are better protected than the lives of over 6.4 million
people who died of AIDS by 1997 because
they were denied access to drug cocktails
available to those who could afford the
cost of $15,000 per patient per year for
drugs that cost close to $200 to produce.
• This isn’t just companies making
reasonable profits on a product they
developed – this is a form of genocide particularly in Africa where
medicine has been denied to millions of people.
• Our government under Reagan,
Clinton and Bush has protected a
system of “Global medical apartheid.”
We must and we can do better for
ourselves in this room, for our children
and truly for people all over the world.
How about we start by retraining those
88,000 drug company sales reps to fill
the large need for primary care providers?
(Submitted by Marjie Crosby, Occupational Therapist in East Boston. This speech
was given as part of an educational presentation on health care at the April meeting
of the North Shore Labor Council, to which
Marjie is an AFT-Massachusetts delegate.
Over 300 AFL-CIO labor councils held
similar meetings last month as part of a
national AFL-CIO campaign to reform
health care.)
school improvement plan) is another avenue for defining some goals and action
steps for school environmental conditions.
Nothing, however, is as effective as the
actual participation of school staff in getting involved in promoting these efforts.
A number of schools in Jamaica Plain
have established an Environmental Committee (EC). They have partnered with
MassCOSH and the Boston Asthma Initiative to train and assist a school “Asthma
Leader” (AL). The AL coordinates an
Environmental Committee and connects
children and their families with asthma
education and other community resources. Environmental Committees typically include a community partner such
as MassCOSH, a teacher, custodian,
nurse, parents and the principal or principal representative. BTU Building Reps.
can be on the EC, but they are also key in
communicating information about environmental problems and the action steps
to the faculty. An EC conducts its own
building survey, including teacher health
symptoms and develops an action plan
with the school department.
Another effective way to improve health
and the environment is to know the requirements of the Integrated Pest Management law. It was created to limit use
and exposure to harmful pesticides. Each
school is required to have an IPM Coordinator and a plan for pest control that
includes a walkthrough to identify the
leaks, cracks and clutter that allow pests
to thrive. Each school must have an IPM
log in the front office to document pest
sightings and to keep a record of repairs
or treatments made by the pest control
contractor. Find out who your school’s
IPM coordinator is and make sure that all
staff knows that you must use the IPM to
document problems or BPS will not send
the pest contractor to your room or school.
For information and assistance addressing School Environmental Safety and
Health, contact: Tolle Graham, MassCOSH
and Chair of the Boston Urban Asthma
Coalition Healthy Schools Committee at
617-825-7233 x19. For web based resources
go to www.masscosh.org
RTC Calendar of Events
May 5
May 13
May 19
June 3
June 9
June 17
July 5-9
September 17
September 20
October 2
RTC Executive Board Meeting – 10:00 AM at BTU
“DAY ON THE HILL” – State House
Springfield International Tattoo (day trip)
Spring luncheon
RTC Executive Board Meeting – 10:20 AM at BTU
RTC Golf Tournament
Royal Nova Scotia Tattoo (Nova Scotia) trip
Niagara Falls trip
Toronto trip
Mohegan Sun (daytrip)
(Compiled by Anne Broder, RTC Treasurer.)
From Boston to Brazil and Back!
T
BTU members and other Earthwatch Institute scientists in the Pantanal.
hanks to a very generous anonymous gift, six
Boston teachers, Amy Alvarez and Kari Percival
(Boston Day and Evening Academy), Joy Bautista
(Boston Arts Academy), Kathy Clunis (Mission Hill
School), Cara Fenner (Excel High School), Aimee
Gauthier (Boston Latin School) got to experience
the trip of a lifetime, the Earthwatch expedition
Conserving the Pantanal. The mission of Earthwatch
Institute is to engage people worldwide in scientific
field research and education and to promote the
understanding and action necessary for a sustainable environment.
In mid-February, the six BPS teachers traveled to
the Pantanal region of Brazil to partake in ecosystem
monitoring studies. During their time in Brazil, the
teachers participated in two main projects : Ecology
and Conservation of Pantanal Otters under the tutelage of Miguel Barroeta from the Federal University of Rio de Janeiro and Amphibians and Reptiles of
the Southern Pantanal with Ellen Wang from the
Federal University of Mato Grosse do Sol and Dr.
Mara Kieffer from the State University of Rio de
Janeiro.
During the ten-day study, the teachers experienced the scientific process first hand. State of the art
instruments and current methodologies were used
on the expeditions. The teachers used what they
learned from the expedition and are now preparing
lessons that will help raise their students’ awareness
of environmental issues and concerns.
To learn more about the Earthwatch Institute
and how you can get involved, please visit
www.earthwatch.org or call 1-800-776-0188.
Article and photograph submitted by Aimee Gauthier, Boston Latin School.
Celebrating Paraprofessionals
AFT-MA/BTU 22nd Annual Para Conference
nervous! Some wanted to know if they could be hypnotized by looking in his eyes. His answer was NO, but that
he could have used that years ago to his advantage. One
of our sign language interpreters had to stand quite near
Mr. Brady in order to sign for her group from the Horace
Mann School. Mr. Brady suggested that we hug the
person on our left and then our right. He hugged and
hugged the interpreter, which left her blushing so fire red
she broke out in a sweat. The place went crazy. But a good
time was had by all.
Patrick then hypnotized the whole audience to make
them relax and relax they did. When it was over many
questions were asked and answered, and they thought
that Patrick was just the greatest.
Next was the luncheon and the beautifully decorated
hall, with over one hundred prizes for all the participants,
donated by the Paraprofessional Council.
When the luncheon was over and everyone had received their prize, we then gave away the centerpieces,
which consisted of an oversized martini glass filled with
colored beads and water with flashing ice cubes, for the
celebration of all paraprofessionals.
A wonderful time was had by all and next year will be
even BIGGER AND BETTER, so don’t miss out when you
get the notice. The Union office has received calls already
saying they can’t wait for next year. We will see you then!
Adrienne Washington and
Patricia O’Donnell
BTU Para Field Rep.
Jenna Fitzgerald says
thank you for the rousing
Birthday tribute.
Laura Davis presents a
workshop on
Crisis Prevention
The paraprofessionals share a
laugh during the AFT-MA/BTU
Para Conference.

boston union teacher - Boston Teachers Union

Transcription

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