A wrench in the site selection process: no new teachers allowed
by Paul Socolar on May 06 2010 Posted in Latest news
As readers have pointed out on our blog, schools were cancelling interviews with prospective new teachers and putting hiring processes on hold after a Wednesday email from Superintendent Arlene Ackerman to principals announcing a hiring freeze on new teachers.
The problem, Ackerman said, is that there may not be enough District jobs to absorb all the current teachers wishing to return to the District next fall. She wrote:
"As a result of a number of changes to our staffing for the fall, we currently have a pool of over 1,400 teachers in all subject fields and grade levels who will need a placement for 2010-2011. Although a number of them will be selected through the upcoming transfer and site-based selection process, I am concerned that there will not be sufficient vacancies to accommodate all who will need a placement. Our resignation and retirement rate has been lower than in past years, which is positive, but it also means fewer vacancies for existing staff.
"For the time being, effective immediately, I am freezing all new teacher hiring, with the exception of the Charter schools, whose positions are not subject to the PFT contract. Those of you who have teacher and counselor vacancies will shortly be invited to interview those in the placement pool and to make your selection from among those teachers.
"I am not certain if and when the hiring cycle will open to consider requests for new hires."
Estelle Matthews, the District's chief talent officer, said the freeze on hiring new teachers should not slow down the process, and she emphasized that the intent was not to halt site selection hiring, but just to exclude new teachers from the pool. "We are on target with our hiring timeline," she said.
"Our top priority is to help these 1,400 teachers find positions back in the District," Matthews said. "Let's be fair; we've got some really good teachers here."
She would not predict at what point new teachers might become eligible.
While Matthews was praising the caliber of the available teachers, a major contributor to the large pool needing to find a placement is the force-transfer of more than 500 teachers due to the District's Renaissance Schools initiative. All teachers at the 14 targeted schools must find a new position or reapply if they want to stay on at their school. Some of those schools are destined to become charters. Any current District employee who is hired by a charter operator will cease to be employed by the District. But teachers who choose to remain employees of the District or who are not hired by the charter operators will need to find positions elsewhere in the District.
Also among those looking for positions, Matthews said there are 95 District teachers who worked without a permanent school this year - "supplemental" teachers whose assignment was for one year only. In addition, about 80 teachers' positions districtwide have been eliminated due to enrollment declines, according to District budget documents. There could be additional forced transfers caused by position changes at schools.
Finally, the pool of 1,400 teachers awaiting placement includes any teachers who have opted to switch schools and are seeking a new assignment.
Matthews said the District would honor its agreements with Teach for America and Philadelphia Teaching Fellows to supply new teachers this fall, but added, "We can't move on the bodies" until current teachers are placed.
Philadelphia has worked hard in recent years to speed up its convoluted hiring process which has usually lagged behind other districts in the region, meaning the best and brightest went elsewhere.
Comments (83)
Submitted by emmiles on Fri, 05/07/2010 - 15:46.
The outrageous thing about this is that the school district had to have known that this would happen. But they went ahead and interviewed new applicants, sent out letters telling people they are eligible for site selection and held job fairs which were widely attended by the very people who are suddenly being closed out of the site selection process. What a waste of tax dollars! What a waste of time for all of those new teachers who were led to believe they would have a job next fall! What a shame for all of those students who are stuck in this chaotic system!
Submitted by viki (not verified) on Fri, 05/14/2010 - 12:01.
Of course they have known; they try to make all teachers lose their district contracts and go to s**** charter schools with their f**** contracts and working conditions. What a great way to f***** up own folks!!!!
sorry I just don't know how to express my feeling without bad words.....
Submitted by Anonymous (not verified) on Tue, 05/24/2011 - 17:50.
As a TFA alum, I too agree that it is RIDICULOUS that certified teachers are losing their jobs and inexperienced 1st years still receive a job. This is also affecting TFA and Fellows teachers. I know 1st and 2nd year corps members who are losing their jobs, but new fellows and TFAers can receive a placement. Does that make any sense?
That being said, also remember that TFA and Fellows become EXCELLENT teachers. There are thousands of alums still fighting for education who want to stay in the same schools where they were placed.
Submitted by Anonymous (not verified) on Tue, 05/24/2011 - 18:27.
As a first year teacher in the district (and fully certified in two subjects), I am tired of contending with the TFA teachers. It seems that they are more susceptible of getting a job (or keeping it) versus fully certified teachers---regardless of how long they have been in the district. This is very sad, and very disheartening.
Submitted by Anonymous (not verified) on Tue, 05/24/2011 - 19:51.
Be that as it may, as a TFA alum, I have more experience than you and am fully certified as are my peers. You are not fighting with TFA alums to get a job. They are in the same situation that you are. Maybe you should inform yourself before posting comments. Ignorance is disheartening.
Submitted by Anonymous (not verified) on Tue, 05/24/2011 - 20:10.
Ignorance is disheartening? Let me clarify the nature and status of an INTERN certificate--if I may. First of all, a TFA gets an INTERN cert, and it is good for only 3 calendar years. With me so far? My INSTRUCTIONAL I certificate is PERMANENT. In other words, that it is good for 6 years of actual teaching, not calendar years. So, if we are looking at actual "semantics" here, then a "INTERN" certificate is not a PERMANENT CERT! While you were being paid to "practice teaching"...I, on the other, just like other TRADITIONALLY certified teachers went though an actual DEGREED PROGRAM in my CONTENT area, and did an "unpaid" student teaching experience for 5 months.
So, please, if you SERIOUSLY think that that paltry 5 week "BOOT CAMP" supercedes the experience that one had to go through in order to get a PERMANENT CERTIFICATE ---YOU are SADLY MISTAKEN.
Disheartened? YOU BETCHA! If an INTERN cert held the same weight as an Instructional I, then I guess it would not be deemed as an INTERN CERTIFICATE now would it?????? So, in short, my heart goes out to all the teachers that earned their certificate the tradtional way, and are in the same situation as I am.
The most disheartening thing is the fact that TFA are members of the union, and are being played to "divide and conquer" the union.
Submitted by Helen Gym on Wed, 05/25/2011 - 08:26.
Tsk, Tsk. Time to calm it down on this thread. Uncivil remarks will and have been deleted. Personal attacks come across very poorly on blogs. The response to a remark by a deleted email is printed below. It's tiresome and petty but unfortunately, that does not cross the line. Please be aware that other comments that do cross the line will be deleted.
Submitted by lamont cranston on Tue, 05/24/2011 - 23:05.
You are obviously an angry and bitter young man. You and I will never be fellows just by the fact that we are both certified, and to compare my 14v years of teaching with yours would do you no service. I understand your anger and entitlement, your generation seems to think the world owes you something because you completed a basically brainless corse of studey, so how is that developmental psych working for you? You'll leave teaching to get your "Dr. Phil" degree and tell everyone how you taught in the inner city making you worthy of a higher status amongst your peers. Save your whiney, pithy BS for the rest of your generation. By the way, what is it with the intelligence of my rear end that bothers you so, and qualifications have nothing to do with teaching, knowledge does. And you have a provisional certification, you get your permanent one in 6 years, but you already knew that because you went to a teacher "diploma mill". Now go watch "Big Bang Theory" and correct papers, little boy.
Submitted by K.R. Luebbert (not verified) on Wed, 05/25/2011 - 14:42.
Thank you Helen and The Notebook. I have felt lately that some comments are getting a bit too personal and insulting. It is a trying time for all of us, but I think we are better served trying to maintain civility.
Submitted by Anonymous (not verified) on Tue, 05/24/2011 - 20:34.
I believe the OP said "TFA teachers" not "TFA alums." What is actually disheartening is that first- and second- year TFA members (like all first and second year teachers) stand to lose jobs while new TFA members are coming in. If there is a hiring freeze, there should be a freeze on Fellows and TFA as well.
I do not think it unreasonable to argue that a program meant to fill the gaps should be put aside in a year when there are no gaps to be filled.
That does not say anything about current teachers who came to it through TFA. I understand that it may be frustrating to hear, but these are often teachers who do not see it as a career. There are many new teachers in the district who are about to be laid off who are not trying to make it through 2-5 years to get our loans forgiven but rather are trying to get our career in education up and running. I know many people from TFA who are alums now who are excellent teachers, but I also know many people who I went to high school and college with who did it for their 2 years, complained the whole time, and got out as soon as they could.
Submitted by Anonymous (not verified) on Fri, 05/07/2010 - 16:51.
Just curious what is going to be the future of teach for america or philly teaching fellows programs? Are they going to continue to allow new non-education grads to become teachers. It sounds like there may be more about this...
Submitted by Philly HS Teacher (not verified) on Fri, 05/07/2010 - 18:01.
It is patently unfair to give positions to non-certified Teach for America and Teaching Fellows while students teachers, who VOLUNTEERED their time and energy with the SDP, will not receive jobs. Teach for American and Teaching Fellows are paid the same rate / benefits as certified teachers. Why should anyone want to student teach in Philadelphia? Student teachers were given letters of intent to hire and now they will be passed over for non-certified TFA and Teaching Fellows.
Meanwhile, all the hype about "empowerment school" being able to site select is a crock.
Submitted by Another West supporter (not verified) on Sun, 05/09/2010 - 12:45.
Excellent point. It is absolutely absurd to hire teaching fellows and TFA over certified teachers. I thought the idea was to have as many highly qualified teachers in our schools as possible.
Submitted by OneFineFellow (not verified) on Sun, 05/09/2010 - 18:19.
Why are people so threatened by non-certified teachers?
Philly Teaching Fellows have to pass all of the same Praxis exams (level I and content exams) before starting the program, and must become certified within 3 years.
Whoever you blame here (the teachers' union, Ackerman, global warming), the bottom line is that it is stuff like this that makes the general public resent teachers as a whole. If teachers are so confident in their skills, they should not be nervous about competing for open jobs, particularly if their competitors are lowly uncertified people.
Finally, Student Teaching is not volunteerism. It is a required part of the certification process that you apparently hold in such high esteem.
Submitted by Anonymous (not verified) on Sun, 05/09/2010 - 20:06.
Student teachers spend 4 - 8 months, depending on the program, VOLUNTEERING in a school. They are paid nothing - while paying tuition, room, board - to work with a mentor teacher. Teaching Fellows and TFA are paid the same salary as a certified teacher even though they are not certified. Passing the praxis is not a great accomplishment. Working in a classroom is the real test. A student teacher has proven if s/he has the "stuff" to work in an urban classroom. TFA and Teaching Fellows have not.
Submitted by Anonymous (not verified) on Mon, 05/10/2010 - 14:25.
Student teaching is another form of an internship. While it is required for graduation, this is no different than a student in a business program or hospitality management (or any other major) who is also required to work- the vast majority of the time for free- in their desired industry before they graduate, putting in numerous hours both in and outside of the office, while still paying tuition, room and board, and attending their other required college courses. I think it is unfair to be angry with Teach for America or Teaching Fellow applicants for working within the District. These individuals have made the conscious decision to work in what is probably one of the least desirable teaching environments there could be---for not very much money in comparison to the workload they are taking on. They've had to continue their educations and put in their dues just as much as an individual who went to West Chester University and came out with a teaching degree.
Submitted by Anonymous (not verified) on Wed, 05/12/2010 - 18:45.
I made a concious desicion to do this too after going through my whole undergrad in ed, and was pushed aside for tfa. now teachers who have experience and loans to pay off because they took them out to teach are possibly screwed so tfa and fellows can have jobs. nothing against tfa/fellows... but its a messed up situation.
Submitted by Anonymous (not verified) on Wed, 06/16/2010 - 16:29.
I cannot agree more that it is completely unfair that TFA and Teaching Fellows will get positions before new teachers who are certified. I have a Masters Degree from Columbia University and PA Certification. I may have taken the same Praxis exams as the Fellows, but I went through a year of full time schooling on top of student teaching. I learned so much in my Masters program and SO much student teaching. Fellows don't have those experiences.
No matter if we volunteered our time or not, we spent that time in the classroom, which is more than most Fellows can say, and the time we spent outside of the classroom was dedicated to learning the craft of teaching. Fellows will have to juggle that training with the daunting responsibilty of full time teaching, which many have never experienced because they haven't done stuent teaching.
This is about the contract and not about the students, who will certainly be served better by teachers with training and student teaching already under their belts. It's very sad, but that's the way it goes these days.
Submitted by lamont cranston on Tue, 05/24/2011 - 19:55.
As an experienced, veteran teacher who became a teacher at 40, when did the fact you went and studied education instead of a field, and spent a couple of months being tutored by a good (or bad) teacher make you any more qualified. Same with TFA'ers and Fellows, there's good, and there's not so good. Your pedigree is a meaningless measure of the quality of your teaching, how you became a teacher, your relevant training, and whether you're certified traditionally or not, and frankly, no matter what your background your skills as a teacher take 2 years to become even remotely effective. Many who come fromj traditional avenues of education are more limited in their field of expertise. I will pit my MA in History against any MEd with an undergrad degree in secondary ed. Most ed courses are based on ideal circumstances, and rarely address real world situations taken places in many of the classrooms of the SDP. How many of you took the job because of the vacations, tenure, and the rest of the "gravy"? How many of you will last past 3 years? Quit worrying about your petty little differences and do what's best for the students. Keep the best teachers and put the rest out to pasture. There has NEVER been a study done on the path of success for teachers, no predictor of success as a teacher, and now some yutz with a degree in ed, taught by some old, out-of-date fart is offering an opinion on who makes the best teacher. Learn to teach first, then criticize.
And remember...only the Shadow knows!
Submitted by Ron Whitehorne on Fri, 05/07/2010 - 19:03.
Another Renaissance chicken comes home to roost
Submitted by Anonymous (not verified) on Sat, 05/08/2010 - 07:35.
It is amazing isn't it? The public really has no idea what is going on unless they are in education, more specifically in education in the city of Philadelphia.
Submitted by Anonymous (not verified) on Fri, 05/07/2010 - 20:00.
Wow! I thought they were finally going to have staff in place before the school year started this year. How could I have been so foolish.
Submitted by Anonymous (not verified) on Fri, 05/07/2010 - 20:00.
All those who were yapping about the PFT selling out those teachers at the Renaissance schools, were are you now? As President Jordan said over and over again. . .they will have jobs. It's in the contract, the District MUST place those teachers at other schools--here's is your proof, just as the PFT stated back in January when you were tossing accusations around.
Submitted by Anonymous (not verified) on Sat, 05/08/2010 - 20:38.
If the PFT didn't sell out then how come those teachers have to look for new jobs elsewhere in the city? They are being pushed out for administrative incompetence. How much more driving time will be added onto their day now that they have relocate to another part of the city? The fact is that the Renaissance program is a bust in Chicago (see the new www.substancenews.net) after 6 years of trying and yet Ackerman wants to still give it a go. Just like she wants to continue charters at a time when charters are being found to be corrupt every time we look. Eventually the teachers of Philadelphia will have to strike whether or not the union says we can. Ackerman thinks nobody can stop her and it's time a message was sent to her and political flunkies she commands.
Submitted by Ms. Chips (not verified) on Tue, 05/11/2010 - 09:22.
And what is PFT saying now?
Submitted by Anonymous (not verified) on Fri, 05/07/2010 - 22:46.
Let's remember, the PFT only thought 5 of the 14 schools would be part of the Renaissance, not all 14. But Mr. Jordan was very "surprised' to hear all 14 schools would be part of the change, 9 to become chartered (lost to the Union) and 5 to become Promise Academies. Let's be honest, when a district school becomes chartered, that is selling out.
Submitted by emmiles on Sat, 05/08/2010 - 15:25.
All those who think that charter schools are not the solution to the public education problem, I hope you are taking a long hard look at our candidates for governor.
Submitted by New Philly Teacher (not verified) on Mon, 05/10/2010 - 21:21.
I am knew to Philly, could you elaborate on you comment? I assume you're writing of Corbett? Thx
Submitted by emmiles on Tue, 05/11/2010 - 07:44.
Anthony Hardy Williams is a contender in the democratic primary for gov. next week. Charter schools are a huge part of his education platform. He actually has a charter school named after him in West Philly which is run on the Renaissance model. Longer school days and no prep time for teachers.
Submitted by Anonymous (not verified) on Tue, 05/11/2010 - 09:53.
It looks like Hoeffel is in complete support of public education and 100% against school vouchers.
Submitted by Erika Owens on Tue, 05/11/2010 - 10:27.
From what I can tell, Williams is the real outlier in the Democratic field in his lack of support for the costing out study. PA2010.com is a great site to help people keep up on the races this year.
Submitted by New Philly Teacher (not verified) on Tue, 05/11/2010 - 13:26.
Very nice resource.
Submitted by Anonymous (not verified) on Sat, 05/08/2010 - 23:16.
This will shape up to be a huge mess. There are fewer positions available on the seniority list, because the contract just changed so that non site-selected schools now only have 30% of their positions coming off the seniority list. That is how many of the teachers from Renaissance schools will be placed. Interestingly, what this may mean is that there is more mobility within the district, which will open up more spaces on that seniority list which means SDP might actually get all those teachers placed.
And of course this all begs the question - is any of this good for kids?
Submitted by nikki123 on Sun, 05/09/2010 - 10:18.
that's a real shame. Personally, I don't think anyone without a teaching certificate should get precedence over a qualified new-hire applicant. Perhaps TFA members can be placed at the schools taken over by charters. I can't imagine that they will have many tenured teachers vying for spots there anyway.
Submitted by Anonymous (not verified) on Sun, 05/09/2010 - 18:22.
I understand completely where you are coming from. It really isn't fair. But for those of us who are entering into these alternate certification programs, we have already quit our current jobs, moved (some from other cities) and relocated our families all on the good faith and signed forms that we are guaranteed a job in the district for the fall. Of course the priority is what is best for the children of Philadelphia! But you cannot ask people (especially in this job climate) to quit their jobs and then tell them they can't have the job that was promised to them. Also, we are recruited for a specific need, for positions in subjects that the district is having a very hard time filling, it is highly unlikely that these certified teachers (coming from student teaching) will be certified in the the same areas as people in alternate certification programs. I hope that in the end it works out for everyone!!
Submitted by Anonymous (not verified) on Sun, 05/09/2010 - 20:02.
Student teachers were "hired" by the SDP but not given a specific placement (school). They have spent thousands (tens of thousands if they went to Penn) going through a much more rigorous and extensive certification process than any TF or TFA. Why don't they deserve a position when they are a known commodity? They have already been in a Philly school and, if "hired," proven they are capable of teaching in Philly. Too many Teaching Fellows and TFA have no track record in urban, classroom teaching. Ackerman's lack of planning is hurting many people but those who have already taught VOLUNTARILY, should be hired first.
Submitted by Just Sayin' (not verified) on Sun, 05/09/2010 - 18:27.
Just a correction: Philadelphia Teaching Fellows are certified teachers. They have an Intern Certificate. In addition, PTFs have to score Highly-Qualified (before they are accepted into the program, unlike Traditionally certified teachers) and have significant undergraduate coursework in their subject area in order to get into the program. If there is a lack, it is in teaching experience, not in Content knowledge. "Alternatively" certified PTFs student-teach for 5 weeks, as opposed to 5ish months for a "traditional" certification.
Just sayin'.
Submitted by Just Sayin' (not verified) on Sun, 05/09/2010 - 18:28.
That's Highly-Qualified on the Praxis .....
Submitted by MsChips (not verified) on Mon, 05/10/2010 - 22:19.
WHO is highly qualified...
Submitted by Anonymous (not verified) on Sun, 05/09/2010 - 19:53.
"unlike Traditionally certified teachers". Just how do you think we "traditionally certified teachers" got certified? I spent four years and $50,000 at Penn State and another two years for my Masters at a second university. Second, holding a degree in content knowledge is a whole different ball game than having classroom teaching experience, I have seen many "Highly Qualified", cocky, high test scorers go RUNNING from a classroom after only one or two weeks.
Submitted by Anonymous (not verified) on Sun, 05/09/2010 - 20:31.
I spent 8 years and 150,000 dollars on my education (that I will be paying off for the next 50 years) and will now be paying for all of my certification classes. I have three degrees in my subject, however,I am not saying that this will translate into a stellar first year of teaching. I am sure that you went into teaching much more prepared and I'm sure today are a much better teacher than I can hope to be for years. For sure the system is flawed, as are alternate certification programs. However,the programs do exist, and I applied because I admired many of the teachers I had in the Philadelphia school district, and I wanted to work in the school system that I came from, plus there was recruiting going on for these programs. It is disconcerting to hear so much vitriol hurled at the people who enter into these programs, we as with you,do not have any control over our training program (length or otherwise), our placement or who the school district decides to hire. If I was offered a five month training program, I would do it immediately, but that is not what is being offered to me.
Submitted by Anonymous (not verified) on Sun, 05/09/2010 - 20:46.
Obviously, we all spent (and are spending) a lot on our formal education. You can enter a year long program which will provide the course work and volunteer experience to get certification. The difference is student teachers volunteer for at least a year in this type of "traditional certification" program. They do not get paid while student teaching. Teaching Fellows and TFA get paid full salary/benefits while taking course work. The latter is obviously more lucrative.
The point is why should someone without certification get a job before someone with certification who has volunteered with the School District ?
Submitted by OneFineFellow (not verified) on Sun, 05/09/2010 - 22:48.
The short answer to your question is that people are individuals, and certification versus no certification is just one aspect to assess a person's fitness for teaching.
Submitted by Anonymous (not verified) on Sun, 05/09/2010 - 19:58.
Not all, or many in my experience, Teaching Fellows or TFA teachers have an undergraduate degree in what they are teaching. For example, we none of our TFA nor Teaching Fellows this year have an undergraduate degree in math yet they are teaching math. (One has a degree in business administration, another in economics, another in communications, etc.) It is even similar in "non-demand" areas like English and social studies. (There are TF and TFA who have taught social studies who were business administration majors - not history, political science, geography, economics, etc.) It is much more complicated when a TF or TFA is placed with self-contained special education. They have no preparation. It is unfair to the teacher and students.
There is a huge difference between a student teacher who spends 4 - 7 months being mentored by an experienced teacher and TF or TFA who spend 5 weeks.
Submitted by Bobbie Cratchit (not verified) on Mon, 05/10/2010 - 07:05.
It seems to be me the most crucial question here is whether or not the Renaissance Initiative will cause teacher layoffs!? 1400 current employees needing placement minus 500 forced transfers from the renaissance schools, leaves 900 employees needing placement. There are 800 open positions. So, in effect, without the renaissance initiative, there would be only 100 positions open, which the district could easily absorb by August. With the additional 500 force transfers, I believe, there will be layoffs come September.
Submitted by Philly HS Teacher (not verified) on Mon, 05/10/2010 - 08:20.
The layoff will be disproportionately from K-8 schools. It would be helpful if the SDP would decide who stays at the "Promise Academies" and who goes. Then, we'll know how many high school openings. Two of the three high schools will be "Promise Academies" and the 3rd (West) may end up with Johns Hopkins which does not want to be a charter. Therefore, there may be more high school openings, especially in particular content areas, than K-8. One would think the SDP would be soliciting teachers for "Promise Academies" that want to work on extremely close supervision from "downtown," follow all "downtown" dictates, and work an extended day/year. Waiting until the summer to make hiring decisions is a huge mistake and penalizes "Empowerment" schools who were working under the assumption of "site selection."
Submitted by Anonymous (not verified) on Tue, 05/11/2010 - 13:03.
I agree with you Bobbie. The most crucial question/concern is about teacher layoffs. Why are there so many SDP teachers in need of new positions in Sept. (minus the forced transfers)? You stated 900...WHY!!!!! Where did you get this number from? If they are in a school they need to stay there and allow those who are being forced transferred to be placed. The SDP is NEVER proactive, but ALWAYS reactive. Shouldn't this have been thought of before hand? Layoffs may come, but because of this I have chosen to leave the SDP and teach in another district. I will not leave my and my family's destiny in the hands of these morons.
Submitted by Anonymous (not verified) on Mon, 05/10/2010 - 09:19.
The most frustrating piece is that we, as teachers, still have not been formally informed by the administration of this hiring freeze. Only principals, in an email sent to them Wednesday of last week, technically are aware of this freeze in the hiring process.
As a teacher in a school slated to become a Promise Academy, I am also frustrated by the disparity between the published timeline of decisions and when we are informed of those decisions. We still do not know who our principal will be nor do we know what vacancies are actually available, all in the midst of a potential situation in which there will be layoffs.
Submitted by OneFineFellow (not verified) on Mon, 05/10/2010 - 11:24.
http://www.philly.com/inquirer/education/20100510_Philadelphia_School_Di...
Check out how many of these 66 award-winning teachers came to the profession through alternative paths. Based only on what is in the article, at least 10 of them came from outside the traditional certification route. There are probably even more (I know of 1 for sure) but the information is not provided in the brief bio. I don't know what the overall ratio in the district is between traditional and non-traditional teachers, but in this round of awards, non-traditional teachers seem very well represented (about 17%).
Congrats to all of the inspiring teachers, both traditionally trained and those who took the non-traditional path. Clearly, both routes produce excellent teachers and provide good outcomes for students.
Submitted by Ms. Chips (not verified) on Mon, 05/10/2010 - 12:02.
There are so many issues here: who is a qualified teacher? what is the correct interpretation of the District's use of their "tease" approach to making radical change?
The Tease uses the lack of clarity to control the discourse. Who IS going to keep the job? The lack of explanation, to me, means that there is a plan, it just will be revealed as slowly and as incompletely as possible, and there is no reason to assume it will not affect current first year teachers.
To me, this is a way to staff what seems to be at least 14 new charters this Sept (9 from Renaissance, 10 new, & 5 more that regional sups. have been told, but not many more folks). To have 500-700 teachers sign on to a charter school job where EVERYTHING is unknown may be the goal. Nothing like fear of joblessness to speed a hiring process.
With so many novice (1st 3 years of practice) teachers in the district, who feel that the Union has nothing for them, each makes decisiions based on incomplete knowledge. Who benefits for this?
As for requirements to enter the teaching profession,, perhaps the conversation should be who decides who is qualified. If the teaching profession ever regulated its own entry, as do Drs. & lawyers, I do not remember it. Right now, the newsstand operator, the telephone lineman and the hairdresser, good people all, tell us what we should be doing. Even Philadelphia's City Council, poor limited things, see fit to add their voice.
Submitted by K. R. Luebbert (not verified) on Mon, 05/10/2010 - 12:33.
"Traditionally' certified teachers must achieve the same Praxis scores that TFA and teaching fellows must. The Commonwealth of Pennsylvania sets the Praxis scores that they will accept in order to grant a certification. Passing the Praxis with excellent scores is great, but it does NOT translate into classroom management. My daughter once had an aerospace engineer trying to teach Algebra to 8th graders in the city's most prestigious magnet school. He was absolutely awful. He simply COULD NOT get 33 8th graders to be quiet. If you cannot teach and engage kids in the 90th percentile of the PSSA and Terra Nova, then there is really no hope for you as a teacher. Many paths to teaching are great, but high achieving scientists and math brains DO NOT automatically make good teachers. Nor do all people from the business world (though I know some great teachers from that background)--remember you cannot "fire" students (unless, of course, you run a charter school). We need to find a way to have great content knowledge and great people management skills.
Submitted by OMGWhat'sNext? (not verified) on Mon, 05/10/2010 - 19:31.
Come on, contributors. Anyone who has ever taken a history class should understand what's going on here - we, feeling manipulated, helpless and uncertain of our future, are turning on each other. Don't do it. Save your anger for the people who deserve it; those who are leaving us in the dark, kicking us from here to there for no good reason, giving away our schools and their traditions (am I the only one who's noticed that West Philly disappeared altogether last week from the vacancy list?) and maligning us in the press, when, clearly, they can do no better.
I've known really excellent first year TFAers, and I am sure the Fellows can be equally proficient - I don't know any. Genius at teaching, unfortunately, doesn't always come from experience and education. Some people are naturals. And, before the recession at least, anyone who chose to come teach in Philadelphia was choosing a really difficult job when they could have gone with an easier option.
Thanks, TFA and Philly Fellows, for caring about our kids.
Let's stick together and realize that we have interests in common.
Submitted by Annonymous (not verified) on Mon, 05/10/2010 - 21:16.
I would hope most, if not all, teachers "care" about students. The issue is whether a teacher who has gone through the student teaching process in a Philadelphia school and has certification should be considered before someone who has never taught in a Philadelphia school and is not certified. While there are very competent people in TFA, one has to ask why, if student teachers who receiving hiring letters, are not getting positions but TFA contract, in the words of Ackerman, is being "respected." (If you'd like to read a critique of TFA - Rethinking Schools has a recent article - http://www.rethinkingschools.org/archive/24_03/24_03_TFA.shtml. This does not take away from individual's who are part of TFA but reflects on the national organization. TFA is one reason we have the current Sec. of Education Duncan versus a progressive educator like Linda Darling-Hammond.)
Submitted by Anonymous (not verified) on Tue, 05/11/2010 - 09:59.
I like that you said this; I've been thinking the same thing. I have my own feelings about student teaching vs. TFA but we need to stay unified.
Submitted by Anonymous (not verified) on Tue, 05/11/2010 - 22:01.
I completely agree that student teaching enables you to be a better prepared teacher on that first day than going through an alternate route. But I also believe the point of "honoring a contract" has little to do with choosing a TFA corp members or a Fellow over another traditionally-certified teacher. I don't think it is about saying these teachers are better or more qualified; it's about honoring a promise that was already made to large programs which have always contributed to the educational setting. This is an uncommon climate in Philadelphia schools; usually, there is more demand for TFA teachers than there is supply. In this year, that appears not to be true- but as any good business would do, they have chosen to honor a contract which has already been made.
Imagine the way these corp members are feeling as well; they have been promised jobs through their programs. These programs have been promised jobs from the School Districts. It's not like these teachers can just be relocated to another area and if they have already declined law schools, jobs, or graduate schools, they would be stuck in a much worse position than those who undertook student teaching.
Submitted by Announymous (not verified) on Wed, 05/12/2010 - 10:07.
Why? Student teachers were given a letter stating they were "hired" by the SDP but not assigned to a school. The SDP has agreements with various universities. Why should the TFA "contract" be honored? It is a political decision not an educational decision.
Submitted by Anonymous (not verified) on Wed, 05/12/2010 - 11:10.
From this article:
"Matthews said the District would honor its agreements with Teach for America and Philadelphia Teaching Fellows to supply new teachers this fall, but added, "We can't move on the bodies" until current teachers are placed."
However in an earlier piece - http://www.thenotebook.org/may-2010/102482/src
Voted to approve the District’s $412,500 contract with Teach for America (TFA) to extend employment of up to150 returning TFA teachers and to hire 150 new teachers for the 2010-11 school year. Superintendent Ackerman said that the District has up to 300 TFA teachers at any given time, but that the District does not want to rely solely on TFA for its recruitment efforts, and is looking to work with other universities such as Arcadia University and Eastern University to help in bringing on new talent. The District’s retention rate for TFA teachers after serving their two-year mandatory term is 20 percent.
They just signed the contract on April 29! This is not honoring the contract, this is rewriting the contract... Look at the retention - this seems like it is a waste of resources and professional development not to hire teachers but accept TFA. This is a measure aimed against the PFT
Submitted by emmiles on Wed, 05/12/2010 - 13:17.
Unfortunately, I think that you are correct about the anti-pft agenda coming to fruition. As an SDP educator and a parent, I am saddened by the political game that is being played with our kid's education. Teacher retention is extremely important for the success at any given school in the district, but somehow this is not being proactively addressed. By the way, does anyone have teacher retention stats for Renaissance model schools? You know, there are some excellent schools in the SDP that have had a good solid staff for years. Why don't they look more at what good, district run schools are doing right??
Submitted by Annonymous (not verified) on Wed, 05/12/2010 - 16:38.
Thank you for compiling this information. The decision by the SDP to prioritize TFA over student teachers is political not contractual!
Submitted by Erika Owens on Wed, 05/12/2010 - 17:01.
The New Teacher Project (parent org of Teaching Fellows) contract was renewed since the Renaissance Schools process has been underway as well.
The alternative certification programs are meant to be a way to fill vacancies that districts are unable to fill with fully-certified teachers. In Boston, there was a controversy when TFA teachers were hired even as the District had layoffs. Last year New York City encountered a similar situation as Philly, with a hiring freeze and lots of questions swirling about its implementation.
In Pennsylvania, a certified teacher only needs to pass the Praxis in a new content area to gain certification in that area. Couldn't the District help retain current teachers by supporting them in gaining certification in new areas?
Will be interesting to see how this plays out. How do you think the District should move forward from this hiring freeze given union and these other contract commitments?
Submitted by Annonymous (not verified) on Wed, 05/12/2010 - 18:09.
Your proposal is sound. The claim that TFA is filling hard to fill positions is not totally true. TFA is placed in elementary positions, English and social studies. These are not hard to fill. Even some science (physical science /9th grade, Biology) are not hard to fill. All TFA and Teaching Fellows I have ever met, and there are many, who are teaching math did not major in math in college. So, the SDP works with them to get the certification over a two year period. It could do the same with a currently certified teacher. TFA that are placed in special education positions, in my experience, are the most unprepared. They do not have any pedagogical /instructional background nor are they prepared to work with students with a variety of learning and social needs. If the SDP needs more people with special education certification, than offer the courses to teachers already certified and with experience. Most of us who are not certified in special education have considerable experience working with students with varied needs because of inclusion.
Submitted by Anonymous (not verified) on Fri, 06/18/2010 - 17:06.
I think you have a great idea. Let the teachers who are already certified take courses in special education! TFA and PTF are programs that benefit the participants more than the students. Not only do they receive a starting teachers salary, but they're also put on a pedestal for their "great efforts". My great effort was getting certification and a Masters Degree so that when I get into the schools I'll be ready. Unfortunately, I cannot get in. I wont give up, but I also wont forget this painful process.
Submitted by OneFineFellow (not verified) on Wed, 05/12/2010 - 20:26.
I'd like to add another wrinkle to this discussion.
I went to the first District job fair on April 10th, interviewed with several principals, and was offered positions by 2 schools. I accepted a position and signed the Site Selection form. This form was signed and submitted BEFORE the hiring freeze. Did any of you have a signed and submitted Site Selection form, only to be told later it "never happened?"
Submitted by Cog in the machine (not verified) on Mon, 05/24/2010 - 20:40.
Dr. Axerman....is doing a bang up job on Philadelphia just as she did in her last position. IT is always blame the teachers, close the schools, and charterize. The charter performance is not any better than the SDP. The charters are financially mismanaged. The charters have the power to throw children out and they return their problems to us. The teachers in Philadelphia are hard working and overly beaten. We were called greedy for wanting a pay raise and Ackerman just took a 65k bonus. Her bonus was more than I make. How did the SDP scores go up....by handing schools over to charters. The only good person on the SRC was Heidi Ramirez...and we see how Queen ARlene treated her. Heidi should have been superintendent. Ackerman has left her last two districts in shambles. She is on her way to the third. Renaissance and Promise, Reconstitute, Fire, and blame the teachers- her methods are old, she is tired and the schools are paying the price.
It is time to help our schools not dump them. Philadelphia needs a superintendent from within our ranks. OUtsides like Vallas and Ackerman come in with their ways, they waste money on hiring consultants and they leave. They are not invested in our children. Vallas brought his people to philly...and left with them. GOod people around the SDP are losing their jobs and being replaced by Acherman's chronies.
If you want to make the schools better ask the teachers what they need. Stop inventing methods for teaching. STOP FUNNELING the money to every child that fails a class while you forget the ones that are excelling. Students are truant and late without penalty. Parents are not held accountable. Teachers are slurred and demeaned but Queen Arlene made her bonus.
I teach in Philadelphia because I believe in our children. I believe in the good I do. I believe in our schools. I do not believe in Ache-r-man's views. Rendell and NUtter were both supported by the unions in PA. THey both turned on those unions. QUeen ARlene was chosen because she likes to try and break the unions.
The PFT in Philadelphia wants what every parent does- quality education. It is time to help our schools- not sell them.
It is time to support our schools- not get rid of them.
Every high school in Philadelphia is being destroyed by Arlene. I am tired of seeing how well different charters are doing when you allow them to have disciplinary actions that the SDP schools cannot take.
440 North Broad is one of the most shameful places in Philadelphia. They have forgotten what their jobs are about. Everyday good, hardworking people are forced out of their jobs and replaced buy one of Arlenes picks. It is time to make the schools great again. It is time for a new Superintendent.
Submitted by Meg (not verified) on Tue, 05/25/2010 - 07:23.
Hey, Cog.
You are so right. Our kids are the best and deserve so much more than Ackerman. It seems her biggest goal is to destroy our union and pit us against each other. Our children deserve Art, Music and Gym classes. They deserve smaller class sizes, dedicated teachers who are the best in their subject or grade levels. Our children deserve teachers who feel respected and empowered to do all they can for the children. Our children deserve the best in equipment, technology and supplies and corrective reading and math are not it. They deserve active libraries, full time nursing and counseling and real food in the lunchrooms. They deserve safe and peaceful schools that are clean and in good repair. These are the issues that should be getting our attention, not what Ackerman is doing to us. She needs to go away and I think you have a very good point...it would be nice it our leadership came from our ranks.
I nominate "F". Anyone second it?
Submitted by Anonymous (not verified) on Fri, 05/28/2010 - 02:01.
Meg, you hit the nail right on the head! Those of us who teach in the city have to do so in spite of Dr. Ackerman, in spite of 440 and the regional offices, and in spite of our principals, who cater to the whims of the upper echelons, even if it has nothing to do with helping children learn.
I think it should be a job requirement for anyone in any administrative position to spend at least one day a week teaching children from 8:30 AM until 3:09 PM, and filling out pointless paperwork from 3:10 PM until midnight like most of us do. They ought to staff the accommodation rooms, do cafeteria and recess duty, answer phones in the main office and help out in the nurse's office as well. They should be forced to try to keep every student actively engaged in learning on a stifling hot afternoon on the fourth floor of a non-air-conditioned building where the windows don't open, the only fans present are the ones they purchase with their own meager salary, and the children all have gas from the mystery meat served in the cafeteria. They should be threatened with termination if their non-English speaking students don't master the language on a predetermined schedule, and they should endure the constant verbal abuse of students, parents and supervisors for not being able to perform miracles. Only then will they have half a chance of appreciating the extent of the challenges teachers face on a daily basis.
Alas, Dr. Ackerman's solution is to give more teachers unsatisfactory ratings based on student test scores, to close or privatize schools, and to circumvent the PFT contract wherever possible. Her latest gimmick -- Promise Academies -- will surely add to the chaos. Imagine, thinking that starting a new year with a completely different staff, longer school days, weeks and years, mandatory family field trips, and of course, obligatory teacher uniforms, will turn failing schools into excellent ones. If the parents were involved and committed, the schools wouldn't be failing in the first place.
The only thing we can count on from the current administration is decisions that will benefit private corporations, not the families of Philadelphia.
I wonder what they would do if NOBODY signed up to work in the Promise and Renaissance schools. Personally, I'd rather flip burgers.
Submitted by Meg (not verified) on Fri, 05/28/2010 - 04:11.
WOW. You sound like you were reading my mind. Add in the loud speaker announcements that you cannot decipher, but must respond to, the parents at your door in the middle of the day (HOW?) yelling at you and the not working water fountains and we are in the same building.
I can tell you that Ms. Ackerman has been invited into our building, just to meet our population and refused. She would honestly never step in front of one class for a few minutes, let alone take over for a day. I would pay money to see it. Heck, I would actually buy a teacher's uniform to see it.
Submitted by Anonymous (not verified) on Fri, 05/28/2010 - 20:54.
Meg, I think we ARE in the same building. Of course, so are all the other teachers in the district -- even those in some of the newly-constructed buildings. The few water fountains that do work spout tepid water of dubious purity. Nearly everyone has to bring water bottles from home.
I forgot to mention the announcements -- mostly because if I told you how often our classes are interrupted by pointless and lengthy announcements, everybody in the world would know exactly where I work. My personal favorite was the schoolwide lecture on the importance of guided reading, which took place in the middle of my guided reading block and went on for 7 full minutes. By the time the announcement was over, my reading group had forgotten what question I'd asked, and their memory of the text was completely obliterated.
I'm with you -- I'd LOVE to see Ackerman try to teach a class -- any class -- for 30 minutes. That's always been my idea of the perfect reality TV show -- placing a district administrator, politician or parent in front of an urban classroom. That and having SuperNanny come to the schools to fix all of the behavior problems.
Hmm... I wonder what the teachers' uniforms are going to look like. Probably maroon and grey plaid, with a high collar, riding crop and storm trooper boots.
Submitted by Meg (not verified) on Fri, 05/28/2010 - 21:06.
Remember, I said I would buy it - not promise to wear it.
Submitted by Anonymous (not verified) on Fri, 05/28/2010 - 21:29.
Cool! I think I've found my new calling -- designing and marketing uniforms for teachers in takeover schools. Since ADHD is such an issue, the uniform should be eye-catching and educational. How about skirts and slacks with multiplication tables on them, and blazers emblazoned with word wall words. I could see Test Strategy Ties/Scarves, and Literary Device Loafers. Or maybe we could just get electric suits, and 440 could send out indoctrination messages to the students by way of LEDs embedded in teachers' clothing, much like the way messages are sent on the PECO building.
I really think I'm onto something here. Thanks for the inspiration!
Submitted by Meg (not verified) on Fri, 05/28/2010 - 21:55.
This could work. The word wall tops could be supplimented with vests for specific holiday or content area word walls. It would make us more mobile. We could teach in those minutes spent waiting to return to the classrooms after a fire drill and waiting for silence before entering the hall. This all could be productive time of times table review. Those of us with hair could add barrettes or headbands of science facts. Those of us are even more valuable. We could have screens on our backs - but they will have to be very safe. I am not walking around with kick me on a LCd screen.
Submitted by Anonymous (not verified) on Fri, 05/28/2010 - 22:13.
Why stop there? Why not pipe in canned music with subliminal test prep messages? Wrap the cafeteria food in cartons with PSSA-format questions on the outside, and key them so they only open when the students fill in the correct bubble with a #2 pencil. And think of all the wasted potential of toilet paper! Why, we could print the entire Encyclopedia Brittanica on rolls of TP, and children could maximize the learning potential of restroom breaks! (We could do this with paper towels, too, but as there are rarely enough paper towels in any of the schools, it would be rather pointless.)
Just imagine what we could do with "body art"! Chemistry teachers could have the periodic table tattooed across their biceps, while physics instructors would cheerfully sport F=MA on their foreheads.
I guess I'd better stop before somebody downtown starts taking this seriously and turns it into policy.
Submitted by Cog in the machine (not verified) on Sat, 05/29/2010 - 23:48.
How about grey shrouds over our faces so the children don't have to learn multiple names. a simple "Yes Teacher 110" The shroud over our faces would also keep the easily distracted students from wondering mentally. It seems to work for nuns. Maybe Axermums can order the 19th century black british teaching robes for everyone to wear. I am sure none of the teachers would mine it in the heat of our buildings. A nice black robe and bow tie. She is more likely to pick a shirt with the crosshair target on the back of each teacher. Of course she could make us all wear imitation Versace Scarves and 80s suit jackets so we can look just like her.
I have never seen such a pathetic CEO of schools.
Submitted by Anonymous (not verified) on Sun, 05/30/2010 - 02:18.
Actually, I think what worked for the nuns (in the days of the "penguin" habits) was the good, old-fashioned ruler. Of course, nobody has a budget for rulers any more, and they're too scarce to waste on anything other than teaching measurement skills.
A former principal gave me a different perspective on the teacher uniform thing, and it relates to the small but still significant number of teachers who come to the workplace with no concept of what constitutes a professional wardrobe. I can see how someone might want to resort to a general teacher uniform that covers all major body parts, if it means that students won't be subjected to views of cleavage, thigh and undergarments. How can we expect children to know how to dress decently if ANY teachers are coming to school in low-cut blouses, mini-skirts, shorts, jeans, leggings + sweater with nothing covering the upper legs, and the ridiculous male prison style of pants belted below the buttocks and shoes with no laces? If you can't tell the teachers from the students, something is VERY wrong.
Call me old-fashioned, but I still also happen to think that teachers (and administrators) should demonstrate a command of academic English. My students all know (because I make a point of teaching them) that they can't "axe" their parents, that "and" can only live in a number when a fractional part is about to follow, and that if they say, "I don't want no homework", my automatic response will be, "Good, I'll give you extra, since you don't want to have 'none'". Alas, I have yet to meet a principal who appreciates these distinctions. They're too busy "axing" teachers for "a hundred AND fifty" copies of the latest pointless report, and they don't want "NO" excuses for handing them in late.
Some of the so-called "modern innovations" in education, including the whole "Thou shalt not correct thy students" movement, defeat the whole purpose of teaching. I think it will do a whole lot more damage to a child's self-esteem to allow her to continue through life writing run-on sentences or believing that 9 x 6 is "close to" 42 than to correct her and insist that she redo her work properly. But I guess that's why administrators keep bringing in new, inexperienced teacher trainees and trying to sweep veterans under the rug. Teachers who are products of the "feel-good" movement won't mind praising mediocre student work. (It couldn't have ANYTHING to do with the fact that new teachers don't get paid as much as experienced ones, now, could it?)
Submitted by Meg (not verified) on Sun, 05/30/2010 - 09:34.
I so agree with you. I correct those mistakes constantly. I demand no "and" in numbers. As a matter of fact, my room number is a number, not a mix of letters and numbers which has so many shaking their heads in school, but I teach second graders who really need careful distinction between the two.
Thanks for the ideas. Let's keep them going.
Submitted by Cog in the Machine (not verified) on Wed, 06/02/2010 - 05:42.
The worst part is- Queen Arlene gets a bonus. She makes poor choices claiming it is to benefit the children. Every administrator in the city is afraid of her wrath. If I hear the phrase "my hands are tied" any more my ears will bleed. I had to interview candidates that would never have been given an interview based on the resume's they provided.
The closing of site selection defeats the purpose.
Ackerman's lies in interviews, changes her story for the public and yet not only gets a bonus but also retains her job.
The schools are being destroyed. The only thing she wants is to weaken the union.
LAY DOWN WITH DOGS GET UP WILL FLEAS!
Submitted by Meg (not verified) on Wed, 06/02/2010 - 06:53.
Oh, Please don't call her "Queen". Her head is swollen enough. She's a dictator, plain and simple. Everyone near her is terrified. Good people who believe in what we are doing are running from the system and her decisions. You are so right about her lies and how much the story changes as it finally hits the paper, though. I have to admit that. Maybe we should learn to click our heels together and salute.
Submitted by Anonymous (not verified) on Wed, 06/02/2010 - 21:32.
No, no, no! We must all click our heels together three times and repeat, "There's no place like home... There's no place like home..."
Submitted by Cog in the machine (not verified) on Thu, 05/27/2010 - 22:19.
Meg,
The key is that the administration in Philadelphia wants to blame the teachers for students failing; blame the teachers for unsafe schools; blame us for students not eating the free breakfast. Why not blame the teachers for cancer too! The administration doesn't care about our schools and our children. Let's face it- if another school district offered her 10k more a year she would leave without even taken a copy of her 2014 plan. Just think how much money could have gone to the students instead of printing thousands of copy of the 2014 promise. Promises are just words. The administration, the mayor, and the governor truly do not want our schools to be successful. The charter schools are cheaper to run; takes responsibility off of 440 and allows the district to get rid of teachers. Rendell pushed to get the district under state control and enact act 46 so that the teachers could not strike. Do you really think there was fair bargaining going on? As long as the city's school are left in trouble the state and Fast Eddy have say. Funny that every politician says education is key to them but the first cuts they make are to education. Rendell loves education so much that the cut the Governor's Schools for Excellence. The students in the city of Philadelphia are the voiceless victims of Arlene.
Submitted by Meg (not verified) on Fri, 05/28/2010 - 04:14.
That's what we need to change, Cog.
We need to give these kids a voice nad make sure they are heard. We get blamed for everything. I have accepted that the weather is my fault... but 440 is not my fault. I never hired her, nor would I have. We need someone from inside the system to run the system.
Submitted by Cog in the machine (not verified) on Sat, 05/29/2010 - 23:39.
Meg,
We need to enrich our schools. We need more resources and teachers in our schools. We need less charters. The charters have shown no marked growth past our schools. THey merely soak up the money.
If only Heidi Ramirez had been given the job. It would have been wonderful to have a superintendent that had a SOUL. THe one we have now lacks soul, integrity and humility. All she gives us is promises.
Submitted by Dan (not verified) on Wed, 06/02/2010 - 17:28.
As an SDP teacher who has observed at multiple Charters and with friends in many others, it is extremely difficult to generalize like that. Yes, the 'charters' have shown no gains beyond the SDP when taken as a whole. However, unlike SDP, the charters have different CMOs and are run and developed in completely different manners from each other.
Rather than claiming that the charters are uniformly evil, I think you would be better served by looking at what is happening at the better charters. The Mastery schools, Kipp, and Young Scholars all have excellent results based on extremely cohesive, school-wise systems that have been envisioned, implemented, and are supported by every single teacher in the building. By emulating these models in SDP schools, we can learn from the successful charters. In my opinion, they do a much better job with some of our most difficult populations than most district schools do.
Additionally, on the subject of the hiring freeze & the contracts with TFA and the Teaching Fellows, the quality of teacher and the retention are both moot points. It is a contract that must be honored for the district to continue to have access to this pool of highly qualified young teachers. Further, their retention (TFA's at least, I don't know about teaching fellows) is just as good as traditional new teachers, if not better-many of them go into TFA planning on continuing to teach, and many more find teaching to be something they want to pursue as a career, whether or not that was their initial purpose of joining TFA.
On your last point, I do agree- Heidi Ramirez would have been a much better choice, and it is a shame that she has chosen to leave our system, and now our city altogether.
Submitted by Anonymous (not verified) on Wed, 06/16/2010 - 20:10.
I don't know what school you were in, but in my location only ONE TFA has stayed beyond the 2 years, the others all packed up and left. I do understand the point of honoring contracts made with TFA and Fellows, but how about hiring new teachers for Promise schools while the old ones are still being paid to sit in schools as Auxiliary staff because no positions are available. Does this sound like sound business practice?
Submitted by Anonymous (not verified) on Wed, 06/02/2010 - 19:12.
What makes you sayTFA teachers and Teaching Fellows are "highly qualified"? By what standards are you gauging this claim upon? TFAs are given a couple of months training. Half a year of student teaching the way traditional teachers have had to do for years can hardly be replaced with a couple of months training no matter how idealistic you are at first. As for claim that "every single teacher in the building" is supporting Mastery and Kipp I find that hard to believe. If it were true their turnover rates would not be so great. If charters are so wonderful how come the school district won't allow public schools to screen out potential problem students the way charters do. How about a study on how many troublemakers get sent back to public schools after January when the charters get their funds for these students just before kicking them out the door?
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