At Promise Academies, vacancies galore

A majority of Philadelphia schools have their entire staff in place for the coming school year, a quick review of the District's teacher vacancy list shows.

But at the District's six new Promise Academies - schools slated for a major overhaul this fall under the direction of Superintendent Arlene Ackerman - quite the opposite situation is the rule.

At Clemente Middle School, 47 teaching positions are posted on the District vacancy list. At Potter-Thomas, vacancies number 22. At tiny Vaux High School, the number is 13. At all three of these Promise Academies, judging from staffing data for past years, the vacancies represent the vast majority of positions at the school.

Teaching positions at Promise Academies are being filled through the District's site-based selection process.

The Notebook is awaiting comment from the District on why there are still so many unfilled positions less than six weeks prior to the start of school and whether there is an adequate applicant pool to fill the positions. Principals were appointed at the Promise Academies two months ago.

The situation is only slightly better at tiny Dunbar Elementary, where there are six vacancies. University City has 19. Ethel Allen, with four vacancies, is the only Promise Academy with a relatively small proportion of vacancies still to be filled.

As part of the turnaround plan for Promise Academies, teachers were forced to reapply for their jobs and no more than half could be rehired.

Filling of teacher vacancies before late summer has been a priority of the District in recent years. A 2003 study by the New Teacher Project found that the longer urban districts take to fill their teacher vacancies, the more likely they are to end up settling for lower-qualified applicants.

Comments (132)

Submitted by Annonymous (not verified) on Fri, 07/23/2010 - 20:37.

Since the SDP has a hiring freeze, will Teach for America fill these positions? That is a scary thought... It is also unjust since TFA are non certified, new teachers who are taking the place of certified teachers... As the School District turns...

Submitted by comprehensive hs teacher! (not verified) on Sun, 07/25/2010 - 00:14.

I don't like TFA as much as the next one, but to clarify, they are certified. They have passed their praxis and are deemed highly qualified, they just work with an intern cert.

Submitted by Anonymous (not verified) on Wed, 07/28/2010 - 12:02.

I am a parent of a child that will be attending a Promise Academy, and i am very scared about there being many open positions that might be filled by teachers who have an "intern" certificate. Could someone explain to me what an intern certificate is? Is this similar to the interns in hospitals? How do I find out about the qualifications of the people that will be teaching my child? I was told to never let an intern treat my child, because they have not finished their training.

Submitted by Anonymous (not verified) on Wed, 07/28/2010 - 12:21.

I believe an "intern" certificate means the teacher has not completed the requirements for certification. They may have taken a Praxis test but have not taken the college courses required for certification. It probably also means they have not student taught - similar to an internship - which I think is essential for preparing teachers to assume responsibility for a class. Every school is suppose to give to parents in September the names of any teachers who are not fully certified. I don't know if all school comply. You have the right to ask the principal for a list of the teachers and their certification(s).

If the Promise Academies attempted to get rid of most of the staff, I assume there will be more new teachers. Since the School District has a hiring freeze, new teachers will be Teach for America (or Teaching Fellows.) None has done a 1/2 or full year of students teaching nor taken the required courses. They take the courses while teaching.

Submitted by Anonymous (not verified) on Wed, 07/28/2010 - 13:44.

For clarification:

An Intern Certificate means that the person has a bachelor's degree, has passed all required tests (Praxis I and all Praxis II tests in the content area) and is currently enrolled in a state approved graduate certification program. They are certified by the Pennsylvania Department of Education. Usually the person went through an abbreviated student teaching experience - a month or so rather than the longer traditional student teaching. However, an intern certificate is valid for three years so the person could be a new teacher with just that limited training experience or could have as many as two years full time experience. They are state certified and counted as highly qualified under the rules of NCLB. Within the three year time period, the person has to be rated as satisfactory by their principal and university observer and finish their graduate coursework to convert their certificate to a full PA Level I certificate or they will be let go.

Submitted by Anonymous (not verified) on Fri, 07/23/2010 - 20:46.

There were quality teachers at each of these schools that applied but were not offered positions. There were also teachers retained that were able to bamboozle the site selection committees. Might ethnicity play a role in who stayed and who had to go?

Submitted by Anonymous (not verified) on Sun, 07/25/2010 - 12:59.

I have a strong feeling that ethnicity played a significant role!

Submitted by Anonymous (not verified) on Fri, 07/23/2010 - 20:56.

Good news for Cohort 10 of Philadelphia Teaching Fellows: looks like you will likely be placed in a Promise Academy!
As for judgement re TFA and PTF "non-certified" teachers, PFT complete all of their Praxis exams and a rigorous training before entering the classroom. The only reason these two organizations exist is that "certified teachers" historically have not wanted to stay and teach in Philadelphia. There have not been lines of certified teachers turned away from the door in past years. This year there may be those who would deign to teach in the city because suburbian districts are not hiring, but the candidates in TFA and PTF made a previous committment to help the city.
It is sad though that Philadelphia does not have a strong habit of planning ahead and having plans and staff in place prior to the beginning of the school year. Teachers want to do a good job and plan ahead - hard to do when you don't know what you are teaching until September 1st.

Submitted by Anonymous (not verified) on Fri, 07/23/2010 - 21:30.

Well said...as long as you are someone who believes in the future of public education in Philly, knows your subject matter, knows how to teach/differentiate, and cares about the kids, I will be proud to teach alongside you whether you are TFA, PTF or whatever else. See you in a few weeks ;)

Submitted by Annonymous (not verified) on Sat, 07/24/2010 - 06:14.

TFA and PTF haven't committed to help the city - TFA is a 2 year stint. Most do leave or go to other Philly schools (e.g. magnet). Other become administrators or work with education related organizations. They aren't staying in the "hard to fill" schools.

What about all the student teachers who wanted to stay in Philly but are not being highered because of the freeze? Instead, fully certified teachers who have DONATED their time for 1/2 to a full year are being positions because of TFA. (TFA doesn't save the taxpayers money - just look at the millions they get from the federal government.)

Submitted by Anonymous (not verified) on Sat, 07/24/2010 - 12:31.

You lump TFA and PTF together, and then say that TFA is a 2 year stint-- is PTF? (Answer: no, but that would ruin your generalization).

Then you go on to say that "most"-- mind you, I still do not know if you are referencing TFA or PTF, which are different-- leave or go on to other schools. Please cite your attrition data and the basis for this statement, otherwise, it's merely anecdotal. Same goes with your following two sentences: please cite the data you have for "most" of these individuals.

Then you go on to write a paragraph onTFA-- not PTF. This post doesn't strike me as informed-- it strikes me as someone who is against ARL and TFA is the most you know about them, so therefore everything else that is ARL is evil as well.

But please, fill me in on this data that you are using to inform these statements. (And I would like Philadelphia-specific data on PTF.)

Submitted by Anonymous (not verified) on Sat, 07/24/2010 - 15:49.

I would guess that the previous post would have to get the data from the school district, but they are not very forthcoming.

However, I would agree with the previous post, since my own anecdotal experience has been that the TFA AND PTF teachers do not stick around very long. (However, I know many that went on to law school). If there are any TFA or PTF teachers out there that are still TEACHERS at a high needs school after 5 or so years, (not high paid administrators) please chime in!

Submitted by comprehensive hs teacher! (not verified) on Sun, 07/25/2010 - 00:18.

Hi,
I teach at Bartram and I am a pround Philadelphia Teaching Fellow. I am entering my 5th year. My neighbor, another Fellow, entering her 4th year. Four other Fellows are at years 3,4,5. Don't lump Philadelphia Teaching Fellows with TFA--we are most definately not the same!

Submitted by Anonymous (not verified) on Mon, 08/09/2010 - 11:05.

d-e-f-i-n-i-t-e-l-y-----As a "fourth year" teacher.....you would know how to spell this word. Or, use spell check. Frightening.

Submitted by Anonymous (not verified) on Mon, 08/09/2010 - 14:00.

Actually that is the most misspelled word in the English language. I guess you have never made a mistake in your life. If this is the thing that frightens you, you are not too deep of a thinker!

Submitted by Anonymous (not verified) on Mon, 08/09/2010 - 21:33.

My. my house easily you are scared. Well, we all can't be as perfect as you like to think you are.

Submitted by Anonymous (not verified) on Fri, 07/23/2010 - 21:06.

If you follow the link to the vacancies page, it should be apparent by the mention of the 4/26/2010 date that the page is not maintained daily, as is stated. The district has probably had other, more important things to sort out. Given the amount of highly qualified candidates looking for work right now, I assume that if they are, indeed, having a tough time filling positions, it is because they are being highly selective. The Promise Academies initiative is Ackerman's "baby". She could have turned all 13 Renaissance schools over to Charters, but she didn't. Given how sensitive she is to negative press, my guess is that much attention will be given by the district to ensure success at the Promise Academies.

Submitted by Annonymous (not verified) on Sat, 07/24/2010 - 06:16.

Is it a coincidence that Ackerman calls "her" schools "Promise Academies" - same as the charter schools in the Harlem Children's Zone? Is she planning on creating a "Harlem Children's Zone" in West Philly? (concentration of "Promise Academies.")

Submitted by Anonymous (not verified) on Sat, 07/24/2010 - 07:30.

I don't really follow your comparison...however, given the success of the HCZ and the fact that I live in W. Philly, that would be great :) The Promise Academies are NOT charter schools, though - they are six public schools within the SDP that will be implementing ideas and strategies that are currently "working" in turnaround schools across the country. So you see, it's not just Ackerman's reputation that's on the line here...it's public education's reputation, and if it works, we're talking about a turnaround of much greater magnitude.

Submitted by Anonymous (not verified) on Sat, 07/24/2010 - 09:17.

Does anyone know what the hiring criteria are at the "Promise" Academies". My wife student taught in Philly in the Spring at a "high needs" school, she worked very hard (seldom got home before 6), she got great recommendations, and the kids Loved her (they still call her on her cell phone). She graduated with a 4.0, received nearly perfect scores on her Praxis, received a "high interview score", and graduated from one of the top Universities in the country, but she cannot get a job at the school district, including the "Promise Academies". I joked that it is because she is thin, blond, has blue eyes, lives in the suburbs, is smart, and works out. I have stopped laughing. Now she is looking at the suburbs or private schools, but she does not want to teach "spoiled" kids. She wanted to make a difference.

Submitted by Annonymous (not verified) on Sat, 07/24/2010 - 09:26.

Your wife's academic qualifications should suffice. It is blatantly to priorities placing Teach for America (or Philadelphia Teaching Fellows) over certified teachers who student taught in the School District. The students teachers are fully certified and gave their time - TFA and PTF NEVER volunteer their time/energy with the SDP. They are paid full starting salaries / benefits. Why not hire someone who has worked under a mentor teacher and at least knows something about working in Philadelphia? TFA is elitist. The organization receives millions from the federal government and private organizations to undermine teacher certification. It will cost the SDP more to have TFA and PTF than certified teachers who students taught, on their own dime, in the SDP. It makes no sense and is very short sighted.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 09:56.

Whether a teacher student taught in Philly or not makes no difference in how much it costs the district. When the student teachers are teaching "on their own dime," there is still a certified, salaried teacher in the room. (In fact, during the time they are teaching the District is paying a veteran teacher to watch while a student teaches). And TFA teachers do volunteer their time/energy over the summer. No, it's not a full year, but it is 4 weeks of student teaching with no salary, with a mentor teacher (and several TFA support staff observing and providing feedback and suggestions). It's not the same a full year with a great mentor teacher, but it's not like TFA just grabs people off the street and puts them in the classroom.

The retention argument is complex. Do TFA and, to some extent PTF teachers leave relatively quickly? Yes. But so do traditionally certified teachers in Philly. It's not a great place to teach for a long time. In addition to the high stress of teaching in an urban environment, the district treats its teachers poorly. One objective difference with TFA and PTF teachers is that because of their previous educational background, it is easier for them to leave the teaching profession if they choose to. As I came to the end of my two years, nearly all of my veteran colleagues urged me to take advantage of a very appealing opportunity outside the classroom (most of them said something along the lines of "if I were your age and had other financially stable options, I'd get out, too." Even the most dedicated among them lamented that teaching in this district is a constant struggle of distractions that take the focus off of the important business of education.)

And it's not exactly undermining teacher certification. Everyone in the program goes through a certification program during their two years (and in Philly the partner for TFA is UPenn which costs quite a bit, so its often a struggle for TFA teachers to break even during their two years in the program).

The Promise Academy model seems to vary greatly from school to school. The model itself seems to be a truly great opportunity for a unionized, traditional, public school teaching staff to demonstrate the great things that can happen when you give resources to a public school and encourage active involvement from the staff and community. Obviously the implementation makes a difference, but if done right, the Promise Academies could be a very significant development in public schools.

As for the biases in the hiring process, that's a school-level issue. While it may not happen at the hiring level in the old system, it certainly happens once teachers are in the building with course assignments, extra duty assignments, leadership roles, etc. It happens in some schools, not in others. The Promise hiring process seems to vary greatly from school to school (Univ City doesn't have that many vacancies in any one area, it seems, but Clemente barely has a staff). Also, if the above description of a teacher is a potential new hire, the hiring freeze is the reason she can't be hired. I don't agree with it (I actually think that a robust evaluation system that moves teachers out based on performance would make more sense than not hiring new teachers, if there are too many teachers in the district).

The bottom line is that the SDP needs some major changes. There can be major debate about how to do it, but the District is simply not effective for far too many students right now. I certainly disagree with some of Dr. Ackerman's plans and I often think they are implemented poorly. But it would be more constructive if critics of the District could support their critiques with more substantive points and suggest ways to work together to hold the District accountable for its actions rather than rest on "we put in our time, so we should be guaranteed our positions."

Submitted by Anonymous (not verified) on Sat, 07/24/2010 - 09:48.

White and blond and from the suburbs. She doesn't fit the current "mold."

Submitted by Dennis (not verified) on Sat, 07/24/2010 - 12:38.

HCZ's Promise Academies are a joke. G Canada is fantastic at getting good publicity, that's all. He spoils the children and parents there and is just as much a dictator as Arelene Ackerman, except he has no real teaching experience.

Submitted by Annonymous (not verified) on Sat, 07/24/2010 - 07:55.

Supposedly, school based committees determined whether or not a school became a "Promise" academy versus a charter. This obviously was not the case with West Philly HS. It appears, since Ackerman replaced a highly respected principal, West Philly will, by default, become a "promise" academy to enable Ackerman, Archie, Blackwell, etc. to control the school, contracts, etc. (West Philly will be a brand new school by 2011-2012.)

I'm sure, Ackerman will flood "Promise" academies with resources at the expense of other schools. I don't think Ackerman kept schools as "Promise" academies versus charters at the goodness of her heart. This gives her unprecedented control - something Ackerman seems to enjoy.

Submitted by Renaissanced (not verified) on Wed, 07/28/2010 - 15:44.

It wasn't just the case at West, it was also the case at University City HS. The school based committee was a sham. There were students and teachers listed on the committee as community organizers/leaders of a community organization. Two of the people (teachers) do not reside in the city, let alone Powelton and Mantua. From what I know and observed, the school based committee only met once, at 440, for training. That's it. I would love to see the meeting minutes for this school based committee. The whole hiring process for teachers from the school who applied to stay was a farce. Not a one received any documentation/feedback from their demonstration lesson, just a cold business like email stating "Thanks but no thanks" for your interest. Sent at 3:24 PM on a Friday.

The Promise Academies are a prelude to the Promise Neighborhood Program (see the Catalyst). This program is similar to the urban revitalization program from the 90's, the Improvement Zone. Federal money put into blighted neighborhoods to revitalize old business corridors in Urban communities. My theory is that Lancaster Avenue will be one of those areas under the Promise Neighborhood. Penn and Drexel will get more money and a school for the professors to send their teenage children. Ackerman is in a rush because I am sure Blackwell, Fatah and the other pols of West Philly are already lobbying for that money. West Philly High needed to become a Promise Academy so that the 52nd street Business corridor can get some federal funds. SDP Core Belief #1--MONEY COMES FIRST.

Submitted by Anonymous (not verified) on Wed, 07/28/2010 - 20:20.

Thank you for sharing the truth about the Renaissance process. Where was the PFT to assure teachers of valid evaluations following demonstration lesson???

I'm also not surprised re: Penn, Drexel, Blackwell, etc. Penn has plans for a "Harlem Children's Zone" type approach in West Philly.

What about the many other neighborhoods of this city that get no attention, no new schools, etc. (Frankford???)

Submitted by Renaissanced (not verified) on Wed, 07/28/2010 - 21:38.

The whole process was done within two weeks, the first two weeks in June. It happened so fast, I think the PFT was caught off guard. Hence a redo of the forced transfer session. Supposedly the PFT's legal department is looking into the numerous violations and have asked for people to give statements about their experience in the hiring process.

Unfortunately for some neighborhoods , there is no money trough for the rich elite to feed themselves, hence they will continue to be ignored and neglected.

Submitted by Anonymous (not verified) on Sat, 07/24/2010 - 11:42.

That is incorrect----All 14 Were turned Renaissance (Charter). No PFT teacher is going to give up their seniority, health benefits, and State pension to teach in a school where there is absolutely no due process and where the administrators make the big $$$$ while these teachers get paid less than PFT teachers. Jerry Jordan even said that had he known that 14 would be turned instead of the 5 promised by Ackerman, he never would have stood by this contract. He took her word and look what happened. I feel that since there is a teacher issue with vacancies, there will be a halt to any future Renaissance Schools in the near future.

Submitted by Anonymous (not verified) on Sun, 07/25/2010 - 14:16.

Lots of misinformation here. 14 empowerment schools were named to be in the "renaissance" process. Of those, 5 became promise academies, 8 were taken over by charter providers, and one (West) is still an empowerment school. Teachers in Promise Academies will be school district employees and union members. But it is true that teachers in the schools taken over by charter providers will no longer be employees of the SDP, therefore will not be in the union and will not continue to have rights under the PFT contract. One question I have is, what happens to those schools after they are "turned around"? Do they revert back to the SDP, can the charter operator simply ask for a charter renewal? Is Philadelphia creating a new category of charter school?

Submitted by Timothy Boyle on Sun, 07/25/2010 - 15:45.

I asked Leroy Nunery (as consultant not Deputy Super) this very question back when the SDP was having parent comment meetings about the Renaissance process. His reply was "that is a very interesting question." No real answer. It is possible nobody had figured out at that time what the exit plan looked for Renaissance, it is also possible there was/is no exit plan.

The cynical view is that these schools are gone from the district forever. A successful turnaround provider would proclaim they finally did the job right and why should they give it back to the people who did the job wrong? The long term costs of union-salaried, 35 year employees is also at play here. Fiscally, it makes sense to have a revolving cast of entry paid teachers that never garner much salary or retirement monies than our current system or the system of a generation ago.

The more optimistic view (albeit far-fetched) is that sometime in the near future some group will organize around bringing all Philadelphia public schools into the school district and remove EMO and more importantly CMO operations from public education in the city.

Just to check your numbers Potter-Thomas went from CMO to Promise after community outcry to stay in the district. So a grand total of 6 Promises and 7 CMOs.

Submitted by Paul Socolar on Sun, 07/25/2010 - 16:03.

I don't think it's cynical to say that there is no "exit plan" or plan to return Renaissance Schools to the district. It's a statement of fact. Such a plan has never been mentioned and no time limits for outside management have ever been discussed publicly. And what the District is doing with Renaissance Schools is consistent with a widespread view in ed reform circles (and in the Obama administration) that a "multiple provider model" is the most effective way to ensure school improvement in bureaucratic urban school districts. Generally in this model, schools revert to the District only if the provider is failing to meet the terms of the contract.

Submitted by Timothy Boyle on Sun, 07/25/2010 - 18:29.

If Renaissance does play out this way, and I believe it almost certainly will, roughly 76 schools will be gone from the district. The number changes due to the perceived success or failure of the 2010-2011 crop of Promise Academies and expansion thereafter. Though RTT has promised funds for turnarounds, PA hasn't one yet. I'm somewhat unclear on charter reimbursement rate vs. true cost of charters on the SDP budget. This report by CBO Masch shows what the district's thinking is. In the short term, has anyone costed out what the district would be spending on losing this many schools? Is it a windfall for the district or is losing a prescribed 40 schools at the beginning of the funding cliff bad fiscal policy?

Submitted by Anonymous (not verified) on Sun, 07/25/2010 - 19:25.

Hi Tim.

I can honestly say that there will never be 76 schools gone from the district. Why? Because 14 were just turned over to the District and it caused 1,100 Forced Transferred teachers with only 600 positions to fill. It is a staffing nightmare. Also, in the Inquirer, it just showed that all traditional public schools are fully staffed and the Renaissance Schools are not (article was 2 days ago). No teacher in the PFT is going to give up their seniority rights, benefits, and pension for a Renaissance School. The current PFT contract also states, " No teacher will lose his/her position due to a school being made Renaissance". So, where will they put the excess teachers? They are protected by the contract which was the only smart language used in this contract. I also see what has happened in Chicago (CORE Union) methods taking place here eventually and after intense investigations of what money is going where, the District going back to the city of Philadelphia. I also believe that the PFT and its teachers are only going to be a punching bag for so long. I just don't think that there will be 76 schools converted.

Submitted by Anonymous (not verified) on Sun, 07/25/2010 - 19:31.

Bottom line. No PFT teacher is going to give up their seniority, benefits, and pension whether it is Charter, Renaissance, or Promise Academy. According to Jerry Jordan, he expected only 5 not 14 to be turned over. As for your last sentence, we'll see. Who knows at this point.

Submitted by Anonymous (not verified) on Fri, 07/23/2010 - 23:51.

How about all of the Highly Qualified, and Fully Certified teachers that just completed their student teaching in Philadelphia this Spring? After spending years taking education courses and an entire semester teaching for the city, they might be passed over for kids who took some classes this summer, are not even fully certified, and the city has to pay for their education courses? Is this possible?

Submitted by Anonymous (not verified) on Tue, 07/27/2010 - 09:07.

First, whose education courses is the city paying for? TFA teachers pay for everything themselves. I'm not familiar with Teacher Fellows, but I don't think they get a free ride, either.

Second, referring to teachers as "kids" is extremely disrespectful.

Third, teachers on an intern certificate are "high qualified," according to the State of Pennsylvania. You can argue about what that means, but if you are going to throw the certification argument around, it's worth it to be accurate about the legal certification status of the teachers you are criticizing.

If you want to criticize alternative certification programs, that's fine. There are many good arguments to be made. But posting things that simply aren't true, laced with pejorative language, probably hurts your case more than saying nothing at all.

Submitted by Elle Woods (not verified) on Sat, 07/24/2010 - 00:08.

You don't really think I was going to suffer through all that bor-ing, irrelevant ed school stuff, do you? And all that time and money? When Bruiser and I can just skip all that and be in a classroom in 6 weeks?

Submitted by Anonymous (not verified) on Sat, 07/24/2010 - 10:29.

HAhahaha...not far off!

Submitted by Anonymous (not verified) on Sat, 07/24/2010 - 00:20.

I am one of those former student teachers that committed to teaching in Philadelphia in the SUMMER OF 2009, in order to Student Teach in the city in the Spring. I am still thrilled about the possibility of making a difference, and helping to change the world, when and if the freeze is lifted.

Submitted by Recent College Graduate (not verified) on Sun, 07/25/2010 - 15:33.

I am in the same situation. I student taught at a Philadelphia high school had an interview set up with that school and then the freeze happened and the interview was canceled.

Submitted by Annonymous (not verified) on Sat, 07/24/2010 - 06:11.

If you have a staff predominantly new - no student teaching experience included - the staff is much easier to manipulate. I've worked in one school with many new staff and the principal/building rep. violated the PFT contract repeatedly. This will enable Ackerman and her crew to "cheerlead" through the first year. Will Promise Academies will little "KIPPs" that burn out teachers? Since TFA is only a 2 year commitment I guess it doesn't matter...

Submitted by anonymous (not verified) on Sat, 07/24/2010 - 06:30.

It will be interesting to see how discipline is enforced at these schools and what happens to children who violate the student code of conduct.
My prediction is, and I hope the press monitors this, that we will see a two tiered discipline system. Promise Academies will work because Ackerman's reputation is on the line. Their transfer rate will be high and like the charters, reduce their amount of LD and ELL children, especially if they have behavior troubles.

Ed Rendell seems to like her and he will shortly need a job. maybe he can convince Michael Nutter to work with him.

Submitted by Ms. Chips (not verified) on Sat, 07/24/2010 - 10:06.

And updates, Paul, are indeed needed. Three notes first:
1. There has been a blackout on any kind of employment info for at least two weeks via the SDP website: positions, applications, vacancy lists. Of course, what gets done in secret is less likely to elicit comment.
2. The site selection process ENDED before school was out, so all positions officially are open to all comers.
3. Public SDP statements (reported in The Notebook) have noted that TFA & TF contracts WILL be honored...and that cuts, if needed will be in the classroom.

To fill whatever vacancies there are, there is a large number of first year teachers, some hired as supplementals, some in February, who were sent letters at the end of June that they had a job with the district, but that no position was currently available, but that they would be contacted as vacancies arose.
It would be a reasonable assumption that this group, if still unassigned, will be most eager to accept whatever is offered. Most have gotten used to food and shelter at the same time.

As for the qualifications of TFA & TF and other 30 - 60 day teacher programs, this comes from a much larger discussion of effective teacher knowledge & behaviors, and what constitutes a profession. Both programs attract magnificently educated, hard working, dedicated people, who do not know what they do not know, and are in many cases, are about to meet the first lack of success in their lives. Some of this will come from lack of knowledge of procedures & expectations, and some from just plain lack of knowledge. These teachers rarely teach in their university major's content area, so their time is sometimes spent not only with demanding graduate courses and teaching classes, but also with figuring out institutional expectations and SDP procedures AND how to deliver content AND the content itself.

Submitted by Anonymous (not verified) on Sat, 07/24/2010 - 17:07.

Now for my 2 cents. I formerly worked at a school that is now a Promise Academy and chose not to even apply to stay. The majority of my former coworkers are now either in a new school, or like me, waiting to be told there is a position. I saw some very good, dedicated people fail to meet Promise Academy standards, and some people that were allowed to stay for reasons that stymied us. None of us knew what the criteria were to know whether things were fairly done or not. As far as the number of positions being vacant in these schools, let me point out 3 things:
1) These schools are ones that are traditionally filled by the "new" teachers as they have a reputation for being difficult to work in. Some people have commitments that make the hours impossible, but the positions are being filled, possibly because having a position in a Promise school is better than having no position.
2) These schools had far more vacancies than other schools because they reconstituted their staff.
3) Some positions were added in recently. I don't recall seeing Arabic and Mandarin Chinese in June, or the SBIS positions.
And so far as the comment about only first year teachers lacking positions, there are those of us with many more years than that left waiting too. The 14 Renaissance schools were not the only ones to cut staff, there were also cuts at other schools due to "declining enrollment". How this will all play out remains to be seen, but I hope for the sake of my former students things work out well.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 10:25.

There seems to be a huge variation in the staffing situations. Clemente still has numerous vacancies, but University City is down to 18 vacancies, and only 5 are core subject positions (the rest are art, P.E., Special Ed., or SBIS positions). These are important positions, but it does seem that some Promise Academies have been fairly successful completing a staff, while others are in a very difficult position as the calendar turns to August. I would venture to guess that the Promise Academies, as most other movement in education, turn out to be a mixed bag. The buildings that have a staff in place and hit the ground running have a good chance to make some real improvements in the education available, due to the combination of resources, logistics (more time, more activities for students), and the selection of a staff that specifically applied for and interviewed in that building. It's may not be ideal, and it will depend greatly on implementation, but if I were designing a school, it would probably look a lot like the Promise Academy model.

I hope that the media/public holds the District accountable for sticking to its model and differentiating between effective implementation and ineffective implementation. If Promise Academy A provide a great educational environment and Promise Academy B does not, the message needs to be exactly that -- not a categorical praise or condemnation of the model.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 13:22.

Could you please explain to me what IS the Promise Academy model -- succinctly?

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 07:19.

As a teacher who was at a school that was converted to a charter, I decided to stay. After seeing what the charter's other schools were like and how they were run, I figured I had nothing to loose. The charter pays the same as the district, and offers tuition reimbursement, something the district did away with. Personally I feel that the district is going to convert as many schools as possible to charters, or Promise Academies, that seems to be the new future of education.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 09:05.

The pay is NOT the same as a PFT teacher would receive. Also, you forgot to mention the due process rights you will lose, PFT union representation, and PSERS pension. You so much as look the wrong way and a Charter School will fire you for no reason at all. All of the money goes into the pockets of the administrators of Charter Schools, not the teachers.

Also, there is no way the union will be broken. Creating the 14 Renaissance Schools this year has created a staffing nightmare. All traditional schools are fully staffed not the Renaissance Schools---they can't find anyone willing to give up their benefits. Also, a lot of teachers have children of their own and are not going to give up time spent with their own children to work on Saturdays and are not able to stay an extra hour everyday when they need to pick up their own children from school. My opinion is that we will see the overspending on Charter Schools and use that money towards the schools that are already in place here in Philadelphia (our traditional public schools). And, under the current contract, NO PFT teacher will lose his/her job due to Renaissance Schools.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 09:33.

You are correct, the pay is not the same, they are paying me more, they pay into the psers and they have due process for firing a teacher. Just Ike you I was skeptical about working there, but when I talked to the teachers many who have been there for years, they all said the same thing, they would not go back to the School District of Philaddlphia, that is saying a lot.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 12:15.

Then don't go back to the traditional public school. Stay in a Charter School. There is no way to make a 20 or 30 year career in a Charter School period.
Read the below comments on this blog on how all of the traditional public schools are already fully staffed while the Charter Schools are nowhere near being staffed----THERE IS A REASON FOR THAT---THINK ABOUT IT---WATCH OUT FOR CUT THROAT ACKERMAN AS YOU WILL BE MICRO-MANAGED EVERY DAY---LET ME GUESS--YOU DON'T LIKE UNIONS EITHER.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 13:31.

Check your facts first, not many people are staying in the district for 20 - 30 years if the environment set up by the charter is better why wouldn't people want to stay. Not all charters are run by for profit companies. Also how do you know that the charters are not filling their positions, the promise academies are the ones with a lot of vacancies.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 16:19.

Really??? Not many people are staying in traditional public schools for 20 to 30 years???? Geez, my mom has a Doctorate in Education and has completed 27 years, geez, my wife has already completed 12 years and has a Masters plus 30, geez, my sister has completed 8 years with a Masters plus 60 and all 3 plan on staying in our traditional public schools. THOSE ARE THE FACTS!!!
By the way, you seem to very naive when it comes to the Charter School hoopla. You also seem to be very ANTI -UNION. The FACT is that the Charter Schools are NOT even close to being staffed and there is 4 weeks left until school ----WHAT A DISSERVICE TO OUR CHILDREN--Read the Inquirer article on it and this very blog.

And, if you are Anti-union, just remember the union nurse who takes care of you, the union airplane pilot who flies you, the union teachers who teach you, and all of the other professions that are union.

By the way, it is a FACT that Charter Schools use UNCERTIFIED TEACHERS. I would take my PFT mom, who loves children, her 27 years EXPERIENCE, and her Doctorate in Education teaching my children then someone who is uncertified or lacks certification--You get your facts straight---PFT!!!PFT!!!PFT!!!! We will never be broken-just remember that.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 21:11.

When you talk about traditional public schools are we talking about urban or suburban schools? Let's talk the union, i am pro union, I will not even shot at walmart because they are so anti union. The PFT did us a disservice by signing that contract and giving ackerman the ability to turn schools into charters. There will be cuts eventually as they turn more schools over to outside managers. And if you check you facts recent changes in the laws require charters to have fully certified teachers.

Submitted by Teacher (K.R. Luebbert) (not verified) on Mon, 07/26/2010 - 21:50.

I know many, many teachers in traditional PHILLY public schools who have stayed a loong time (20 plus years) and plan on staying a long time. Our school just retired two wonderful 30 plus year teachers. Currently, my K-8 school has over half of its teachers who have been in the district and school for over 15 years--many on their way to 20 or 30 plus. Most of these teachers have Masters plus 30 or 60 and more than one area certification. I mention this because one of the previous posters said that district teachers do not stay for 20 or 30 years--but in my experience, most do stay.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 22:21.

Just because you leave your gun at home doesn't mean you don't SHOP at Walmart.

Submitted by Teacher (K.R. Luebbert) (not verified) on Mon, 07/26/2010 - 22:37.

I am not getting your point.

Submitted by Enareray (not verified) on Tue, 07/27/2010 - 21:06.

The poster above us said they don't "shot at walmart". Most stores would rather you leave your firearms at home.

Submitted by Anonymous (not verified) on Tue, 07/27/2010 - 07:48.

If you are the same person who keeps saying they left a traditional urban public school, then please list the Charter Schools that supposedly pay more than philly public schools.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 10:06.

Lumping all charter schools together is dangerous. Some pay more than District, others pay less. Even within a network (i.e. Mastery) there can be great differences in the way teachers are treated from school to school. It's true that District teachers are harder to fire, but it's not hard for a district principal to make life quite unpleasant for the teacher. The individual school makes much more difference for teacher quality of life than whether it's charter or district.

I don't think charters are the solution to education, but many of the things mentioned on this site by some posters are simply untrue. Categorically demonizing them is not constructive. Some of them do many things well, and the traditional public schools would be well served to examine the substance of what happens in the buildings of effective charter schools.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 11:54.

Please state which charter schools pay their teachers more than the public schools teachers. I assume you have a list based on your statement. Overall, charters teachers have less rights, more work and less pay. That's why so few are unionized.

It's interesting that you mention that it's harder to fire a public school teacher (we we join unions), but neglect to mention that it's also harder (if not impossible) to get rid of problem students at public schools. Charters can screen out potential problem students before they even enter the school. I think the idea of charters would be a good one if they were run by teachers (it was the teachers' union that came up with them), but far too many have been given over to politically-connected carpetbaggers who exploit them for their own gain. While it may not apply to some charters many have a giant gap between CEOs who make much more than their public school counterparts while their teachers are paid substantially less than their public school counterparts.

Studying charter schools does no good in a public school system that does not hold it's administration accountable (aka Ackerman). Public school teachers have no say in how education is run. It's literally, "Read from the script with fidelity".

Submitted by Anonymous (not verified) on Tue, 07/27/2010 - 08:36.

KIPP pays more than the District. It's 15% or 20% more. Mastery is comparable to the District, and I think you can end up earning more, based on a variety of factors.

Some charters do pay less. Some pay more. Not all charters are the same. I don't see why that is so hard to understand.

Submitted by Anonymous (not verified) on Tue, 07/27/2010 - 12:41.

If KIPP and Mastery pay so well how come there is so much turnover? Most charters pay less than public schools and expect more work in addition. Out of pocket expenses also eat up any "extra" pay that charters may dangle as an enticement. Not all charters are the same . . . some are worse than others.

Submitted by Anonymous (not verified) on Tue, 07/27/2010 - 13:43.

You asked for specific schools, and I provided them. The turnover is high because it's hard work. I don't think charters are the solution to education, but I also think the traditional model needs to adapt. Something between the work-till-you-drop situation at KIPP and Mastery and the work-as-much-or-little-as-you-feel-like-it-with-no-consequences model of a traditional unionized staff would probably be best for all parties. The teachers who wanted to and have the energy to work 10 hours a day could do that, and would get paid. Those who were more interested in teaching quality classes and leaving at 3:00 (often for very legitimate reasons) could do that. A place where teachers with families, etc., could still have time for their families, but where teachers who choose to make teaching a 10 hour-a-day job could also choose to do so. Right now, it's basically an either-or (work in a charter and take the opportunity to be very involved [and in the case of KIPP and Mastery, get paid for it]), or stay in a district school, retaining the union protection and 7-hour workday, but being frustrated by the lack of responsiveness, resources, and supplies when you actually WANT to go above and beyond.

I think that unions could take the lead by adopting more flexible options for staffing, hours, etc. In this way, I think Promise Academies are a great idea. It's a chance for teachers who are interested in putting forth more time and energy than is typically expected to do so without having to leave the District.

I think teachers unions are at a turning point. Either adopt some flexibility and work with administration to find mutually beneficial arrangements, or dig in and resist and watch as the District becomes more and more charterized.

Submitted by Anonymous (not verified) on Tue, 07/27/2010 - 16:34.

Your stereotype of unionized teachers is really offensive. That's why I believe you're really a charter administrator as opposed to a former public school teacher. How you could make such a lame claim is beyond me. Regardless of whether or not I belong to a union I have worked till I dropped every year that I've been in this district. I've often worked sick as well. I don't know anyone who doesn't work hard in public schools. How can you sit around and do nothing with all the demands that the central administrators want do? Or the incompetence of many school administrators. My chief complaint is not working hard, but doing hard work that is the result of administrators' incompetence or cowardliness. Add to that having to do other people's jobs in addition to my own work.

You put everything on the union which adds even more fuel to my suspicions. How come you never go after the 440 buffoons who are constantly changing things throughout the entire year. They are suppose to have everything up and running by the time we come in in Sept. Instead we spent the whole year wondering what each week would bring in terms of administrative surprises. Remedial programs applied to entire school populations instead of just the kids lagging behind. Core curriculum tossed aside in order to implemented some new program that the district has squandered a hundreds of thousands of dollars on. The union does little as it is so why are you blaming them.

Teachers working 20 hours a day won't make a difference where chaos is king; where administrators spend more time playing Coveryourass instead of heading off problems before they start; where parents can dump their children without having done any preparation for school; where bullies can hold an entire school ransom because principals want to hide in their offices while teachers try to hold the school together. I agree public schools need help, but the charter opportunists are not the answer. It's time charters were given to only teachers who want to run their own schools instead of fat cat political contributors that have never taught a day in theirs lives.

Submitted by anonymous (not verified) on Tue, 07/27/2010 - 17:43.

I couldn't agree more with this post! Thank you! Unions aren't the problem! When incompetent teachers are allowed to keep teaching, it's because principals aren't doing their jobs.

I would love it if someone could do a comprehensive study on strong unions schools versus weak ones. I think the schools where teachers actually attend union meetings and the building reps hold meetings would be found to be on the higher performing end of the spectrum.

Submitted by Anonymous (not verified) on Tue, 07/27/2010 - 20:51.

There are many problems going on down town and ackerman should be fired. The union has many issues as well. The union needs to stop defending the bad teachers, and i am sure you have them at your school, the bad teachers screw everything up, the students, teachers and the morale of the building. If you suck as a teacher you should go and it is extremely hard for principals to get rid of them because these teachers know how to play the game. And the complainer on this blog, i have the worlds smallest violin playing for you, if all you do is complain then maybe you need to leave the profession.

Submitted by Meg (not verified) on Wed, 07/28/2010 - 10:45.

I think there are a lot fewer bad teachers than you think. The union is strong at my site, but only when we need it. We have been extremely lucky to have a principal who supported us and the union. Those things do not have to cancel each other out.

Submitted by Enareray (not verified) on Thu, 07/29/2010 - 14:00.

Every bad teacher I know was fired. So were some good ones too. Unfortunately being dedicated means nothing to an administration that values sucking up more than a desire to help one's students.

Submitted by Teacher (K.R. Luebbert) (not verified) on Thu, 07/29/2010 - 14:40.

Bad teachers do get fired, but it takes work by an administrator--and
sometimes they just are not willing to put in the required time to fire the bad apples. If principals want to put in the time, they can remove poor teachers--they just cannot do it on a whim. We need to ask principals why they won't do their part to get bad teachers out instead of blaming union protections for their own problems.

Submitted by anonymous (not verified) on Thu, 07/29/2010 - 15:15.

Oh, poor principals! It's so hard to get rid of bad teachers. Sorry, this is a bunch of BS. I saw 3 teachers get the boot at my site, and yes they called the union in. Could the union help them you ask? No they could not. Why shouldn't principals have to follow a process to dismiss teachers? Truth is, many just don't feel like bothering with it.

Submitted by Anonymous (not verified) on Thu, 07/29/2010 - 15:42.

The system is not very good for either side. Principals look for technicalities to get rid of teachers or make them leave, because the process of documenting and following through that a teacher is simply not effective is daunting. Thus, principals often can't move out the teachers they'd really like to and teachers are worried about covering their backs to make sure they haven't given an administrator an excuse to fire them. As a result, more teachers are dismissed for suspect accusations and technicalities than for failing to teach kids to read. So basically everyone loses: teachers are paranoid that they'll slip up and give admin an excuse, administrators are stuck with waiting for a bad teacher to do something really bad, and students may lose more good teachers who make one mistake than bad teachers who are good at avoiding major problems.

Submitted by anonymous (not verified) on Thu, 07/29/2010 - 16:34.

I personally have never seen anyone dismissed on a technicality. I have only seen those with persistent negative performance evaluations effectively get fired. Principals must document that they have provided adequate supports before going through with it. I think that this is really quite reasonable and not all that daunting at all. However, the prospect of working in a public school period is becoming more and more daunting for both principals and teachers.

Submitted by Teacher (K.R. Luebbert) (not verified) on Thu, 07/29/2010 - 17:42.

I agree that the process is in place and principals need to follow it. I was not pitying principals in my previous post, just stating that they must do their work. I, too, have never seen people fired "on a technicality". Things like being late and absent quite a few days are reasons to get fired and not technicalities. Those are the sorts of issues the union cannot help you on. Repeated unsatisfactory observations can also get you fired--but you must be offered support as the previous poster said. Principals need to do their work for the good of their schools. Too often, they rely on techniques like transfers, eliminating programs, and assigning grade levels they know a teacher will hate in order to force them to transfer.

Submitted by Anonymous (not verified) on Tue, 07/27/2010 - 18:44.

Work 10 hours a day??? Are you serious??? What are we a third world country??? You sound so anti-union it's not even funny. But I'll bet you all the money in the world that you would love to have that union representation if you weren't given your due process rights----and that's exactly what will happen when the Charter School no longer needs your services.
Furthermore, I would love for a televised debate on educational issues between PFT President Jerry Jordan vs. Dr. Ackerman. I'll put my money on him!!!!

Submitted by Meg (not verified) on Wed, 07/28/2010 - 10:49.

I am in the building at 6 am, but that is my choice. I do not stay late, unless I am working hte extended day program, but I must point out that I do not have young children at home. That would change everything, as it should. Our contract says 8:20 to 3:09. That is what we are required to do. ANything oveer we should be paid for. That's why we are in a union.

Submitted by Anonymous (not verified) on Tue, 07/27/2010 - 18:51.

If you think the district will become more charterized think again. Union teachers in this city will not be a punching bag for administrators. In fact, I've said it a million times--There are 10,000 PFT teachers--even though State law forbids the strike, there is nothing that could be done if all 10,000 decide to walk (can't replace that many teachers especially when a lot of new teachers don't want to teach in philly) and you can't have your teaching certification taken away because each individual paid through their own pockets for that piece of paper. If you also believe that having to work 6 days per week and working 10 hours a day is really the right thing to do, especially the amount of teachers who have young children of their own to be responsible for, then I consider you one of the lowliest of the lowliest---and I believe Ackerman put you on this website to debate the union teachers. Enjoy your Charter School.....we'll see if its around in 10 more years.

Submitted by Herb (not verified) on Tue, 07/27/2010 - 19:33.

I am tired of hearing the same tired line from some of my fellow teachers..."let's all go on strike, they can't replace us all.." or something to that effect.
In case your head has been firmly buried in the sand, teachers in Pennsylvania, New Jersey and other neighboring states have been laid off en masse due to local governments and in the case of New Jersey, the Governor telling taxpayers that teacher salaries are the reason for their high taxes and you need to vote down the school budgets.
There are plenty of teachers who are out of work who would be more than willing to come to PSD for a job that pays the bills. Maybe there are 10,000 and maybe there aren't 10,000 but the bottom line is no one is irreplaceable.
You need to ask questions of our Union regarding this contract you value so highly such as why was it rammed down our throats in record time and no questions were answered to anyone's satisfaction at the contract meeting.
You also need to worry if teachers are going to be laid off if the $850M doesn't come to PA from Congress.
By the way, lest you wonder where I teach, I teach at an empowerment school in North Phila.

Submitted by Anonymous (not verified) on Wed, 07/28/2010 - 07:46.

You're tired of hearing it, however, if a stand is not taken at some point, Ackerman and her team will plow right over us! You just can't sit by the wayside and do nothing. Teachers do not realize this but we still have the pull!!!
I do agree that the contract was rushed, etc. However, according to Jordan, the State already is in control of our District (our hands are tied for now on that one). Also, Obama and Education Secretary Duncan are pushing for changes they want (that are really not in the best interest of all teachers).
Vote a new PFT President come election time, there is a good candidate running for the INDEPENDENT TEAM from George Washington High School.

Submitted by anonymous (not verified) on Tue, 07/27/2010 - 19:36.

Unions did adopt flexibility. The "power hour" extended school day program did just what you are talking about... it allowed teachers to work longer hours and get paid more if they chose to do so. In some schools, it has been very successful and I believe, led to higher test scores. In other schools, I don't think it amounted to much more than highly paid babysitting. It will be very interesting to see how these promise academies work out and how teachers and students take to the longer days and weeks. I personally believe it is discriminatory against people with children of their own and can't work those hours. Any single parents who have been displaced from schools that have become Promise Academies and are not given the option of picking another school... I would think you have a lawsuit on your hands.

Submitted by Meg (not verified) on Wed, 07/28/2010 - 11:22.

I agree and someone should talk to a lawyer. You signed up for one seet of work conditions and they were changed. You do have the right to transfer out.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 16:22.

If the money that is supposed to go to our traditional public schools instead of Charter Schools would occur, then there wouldn't be an issue.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 12:43.

The union was broken when the contract was signed, the language states you are guaranteed a job, but it does not say if it will be or has to be in your certification area.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 16:32.

Incorrect. Go to www.pft.org, read Jerry Jordan's comments about it then read the actual contract. Look at what Ackerman did to the Chicago and San Francisco School system---she destroyed it. All you need to do is Google her name and the city and its all there!

Submitted by Anonymous (not verified) on Tue, 07/27/2010 - 09:16.

Dr. Ackerman was never superintendent in Chicago.

Submitted by Anonymous (not verified) on Tue, 07/27/2010 - 13:42.

Picket line crosser!

Submitted by Anonymous (not verified) on Tue, 07/27/2010 - 19:04.

She destroyed the San Francisco School system.

Submitted by Enareray (not verified) on Thu, 07/29/2010 - 14:03.

You're right, but she was fired as the CEO of San Francisco and chased out of Washington DC where she was CEO. While in St. Louis she was fired as a principal. This is nothing new, it's on the Internet, but the powers-that-be seem to look the other way when it comes to getting someone to implement their agenda.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 12:13.

Something to lose maybe, not "loose". The above post sounds like something a charter CEO would write. How any teacher can compare a public school to a charter so casually is very suspicious. You'll be working longer hours at a charter, but the doesn't mean you will be paid by the hour or day. Working longer hours at the same wage level as your public school comrades means you are being paid less. Give in and charters will be the new future. Expose corrupt politiican who use charters to fill their own pockets and the carpetbaggers who want to get rich at the public's expense then things will be different. It is important that this year be the year public school teachers fight back against the carpetbaggers and their agenda. Part of this will entail taking over school operations so things are run the way school policy claims their are to be run. Incompetent principals that lie and bully their staffs need to quickly rethink their own policies.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 12:26.

Check your own posting for typos, what is your education background? I have worked many years in the district and I am going to see if the grass is greener on the other side. The pay is the same for the same hours and the same job. The writing is on the wall for Philly Schools if you do not make ayp you will be converted.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 12:43.

No you won't be converted---Ackerman has caused a vacancy nightmare because of this---take your greener grass---lets see if works out for you.

Submitted by Meg (not verified) on Tue, 07/27/2010 - 11:40.

Even if you do make AYP, you can become a target. It has and will continue to happen.

Submitted by Captain Picard (not verified) on Tue, 07/27/2010 - 22:26.

We will NOT be assimilated!

Submitted by Meg (not verified) on Wed, 07/28/2010 - 11:31.

But... sometimes Number One, You have to bow to the absurd.

That is what Ackerman expects us to do. Bow and follow blindly.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 16:26.

Good!!! Stay!!! You couldn't stay and take on the honor of teaching our traditional public school students??? By the way, it is in the contract that PFT teachers cannot lose their jobs due to the Renaissance/Charters School nonsense. Go to www.pft.org and read Jerry Jordan's comments about it then read the actual contract!!! Nice try but you really need to read the facts before talking such nonsense.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 16:35.

As another individual asked you and you never answered----STATE WHAT CHARTER SCHOOL(S) PAYS MORE THAN TRADITIONAL PUBLIC SCHOOLS----Your answer????

Submitted by Anonymous on Mon, 07/26/2010 - 21:10.

When did all this become about the Teachers, their pay, and their tenure? If you do your job correctly, you succeed, because, and only because, your STUDENTS succeed. There are 100's of factors getting in the way of us doing our job. Yet why is it that some Teachers, in the hardest to staff schools with the least resources and lowest parental involvement, are still successful? Why? Because they are Master Teachers, they care, and are dedicated to a relentless pursuit in all Students potential.

So, I didn't, nor did they, get into this job for the money, the pension or tenure. I am here for the Students of Philadelphia, ("problem" children or not, charter students or public) and if, for any reason, I am no longer successful at my job, measured by my Students achievement, it is time for me to leave. I agree many Teachers should be getting paid more, but many more of us should not be getting paid at all.

It s time "Teaching" becomes a respectable profession again-we can only do that by proving ourselves worthy, yet the sad fact is, is that many of us do not (AYP). If you want to talk about the Teachers, lets talk about the Teachers, but stop blaming our failures on our Students, administrations, tests and charter schools. This is the hardest job out there; its time we begin taking responsibility for our own failures.

Submitted by William Strunk (not verified) on Tue, 07/27/2010 - 22:32.

Then please take responsibility for the numerous capitalization and punctuation errors in your post! You, I hope, do not teach English.

Submitted by Anonymous (not verified) on Tue, 07/27/2010 - 22:52.

That's rather constructive.

Submitted by William Strunk (not verified) on Wed, 07/28/2010 - 22:46.

Instructive, m'dear. Teachers who don't mind their p's and q's in a public forum do the profession a disservice. If I have to explain why then the battle is lost and public scorn is deserved.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 11:18.

THere are numerous vacancies throughout the district. School's open in 2 weeks for staff/faculty. This is outrageous. How does this woman get away with such incompentencies. If my child were attending public school during this upcoming school year I'd be worried about his/her school being fully staffed. Summer school was a joke, I imagine all will be promoted since no one really "oversaw" the day to day activity. Number of students enrolled was grossly overinflated. Sad, $3.7B down the drain!

Submitted by Meg (not verified) on Tue, 07/27/2010 - 11:43.

They were enrolled but not all attended. Why should they? As a disrtict we have a history of threatening to retain if the kids do not attend, then shrugging and pushing them on anyway. Why attned when there is no payout??

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 11:22.

I was selected by two schools after the Promise Academy interviews but could only be observed by one principal and that was at Clemente. If you did not pass that observation you were denied the opportunity to be considered for the other school. Doesn't that go against the spirit of site selection? The other school was denied any say in the process. I was declined a positon even though I had felt the observation went very well. I have asked for a copy of the observation to understand the criteria, but there has been no response. In my opinion I should have had 1 in 2 chances for a position because two schools wanted me, but was only given 1 chance. Also, I was a new hire being considered for this position.

Submitted by dpedra on Mon, 07/26/2010 - 11:31.

As a member of Teach For America who taught and now works for the organization, the amount of misinformation posted here about the program is of great concern. It is individuals like those who claim that our teachers are unqualified and leave after two years that perpetuate the ideas out there that Teach For America has not been successful. I urge all of those critics to pull up the multiple publications which chronicle the achievements of so many of our teachers and their impact in the classroom.

I would also ask that those same individuals spend the time to research the numbers of Teach For America teachers who stay past their 2 year commitment. In addition, we make all efforts to replace those teachers who leave with another high qualified, passionate, and hard working teacher filling all vacancies left behind by our teachers who are joining the educational reform movement in numerous different capacities.

Lastly, the heavy majority of every region's operating expenses are run off private donations, Teach For America teachers pay for their own certification at institutions like UPenn, and the majority contribute to their school more than just in the classroom, leading and creating extra-curricular opportunities for their students.

In the end, all organizations are all working towards the same goal, to fix the systemic gap within education and provide a quality and rigorous education to all children. If we ground ourselves in this vision, I often find it much easier to engage in any type of dialog.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 12:28.

Get back to us in ten years and if you're still teaching we will be more willing to listen to your claims. Replacing twofers with other enthusiastic twofers is not the same as having a teacher that stays over the years and builds on what they've learned. It's important for a teacher to not only build up their years, but relationships in the building that they teach in. I was in several different schools before I found my "home". Knowing parents, siblings, and neighbors of a particular school helps me too.

As far as knowing about TFA's achievements I recall your regional head posting on this site a couple of years back. By his own calculations the number of TFA teachers that actually said in classroom dropped to about 33% once their two year obligation was over. We really don't want to hear about TFAs that go into administration. The administration is the problem. Rhee, who is running Washington DC's school district, was had three years teaching with some Jiffypop crash course in teaching before jumping into administration. She's just laid off 240 teachers using a test she never had to face as a teacher. A bloated administration is Philadelphia's main problem which is why this district should be split up.

It's interesting that you cite TFAs as doing more than just teaching in the classroom. Public school teachers have been doing that for year. We were running after school clubs long before the TFA even existed. Too often those that promote TFAs as a magic bullet are the same people who stereotype public school teachers as jaded paycheck collectors. If our enthusiasm is not quite what it use to be stick around for a couple of decades and we will see if yours is any different. It's hard to be enthusiastic when you have to battle school administrators just to get them to do what the contracts says they are suppose to do.

Submitted by Timothy Boyle on Mon, 07/26/2010 - 12:38.

It is precisely your second paragraph that chafes traditionally certified teachers. Creating another TFA member to take the place of the one who leaves is not good enough in the eyes of many educators. It is a false stability. A teacher will be in a classroom is very different than that teacher will be in a classroom.

"Teachers joining the education reform movement" is also a point of contention. People leaving the school district to ensure a continuous loop of TFA contracted teachers in Philadelphia does not inspire admiration for the work. Our public schools (however under-performing) are not a notch in the belt for the ambitious Ivy leaguer. The front page of the TFA website has an After the corps page. The employer partnerships page touts BusinessWeek's claim that "Teach for America is the 7th Best place to launch a career." (underline added) The webpage goes on to list the partners in Financial services, law, management consulting, and science and technology. Everything can be tangentially linked to education, but clearly there are few direct links to education in this group.

Lastly, "the heavy majority of every region's operating expenses are run off private donations" does TFA no favors. The Edu-reformers of the Gates, Broad, Walton, Duncan ilk are not of the same vision as many SDP teachers. It is from their coffers you draw a substantial amount of support, no?

At the end of the day, because of philosophy, alliances, and perceptions, the TFA is viewed as yet another "reform" done to us rather than done with us.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 18:39.

Couldn't have said it better Tim!

Submitted by Teacher (K.R. Luebbert) (not verified) on Mon, 07/26/2010 - 21:55.

Absolutely, well-said, Tim!

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 18:02.

Apparently you did your TFA two year "stick" and then moved up the TFA administrative ladder. Replacing a teacher every two years is not the solution for urban (or rural) schools. TFA members get a reduction in tuition at Penn (at least 20%) and they get the same grant as someone who volunteers (stipend, no health insurance) with City Year towards tuition. (City Year is also a 12 month position.)

How is someone from TFA "highly qualified" when they are not certified and do not have to have a BA/BS in the subject they are teaching in high school? Over 1/2 of TFA in Philadelphia are not teaching based on their undergraduate degree (e.g. psychology major teaching math, business administration major teaching social studies, etc.) Also, how is someone from TFA qualified to work with students with an IEP or in grade K5? The TFA people who have been assigned to special education have been some of the biggest first year disasters I've witnessed. This is not their fault - there is no way someone with a BA/BS is whatever is prepared for special education students with multiple academic, social and emotional needs.

TFA is popular with corporate U.S. - Look at the account on TFA leadership in Rethinking Schools - http://www.rethinkingschools.org/restrict.asp?path=archive/24_03/24_03_T... . TFA is NOT part of a progressive educational tradition - it is another corporate "solution" for struggling school districts which promotes the participants - "corp members" above the communities which most leave.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 18:41.

Absolutely true----I wish you could tell this to the individual who keeps praising Charter Schools on this blog.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 19:47.

What does the above comment, which is intelligently explaining the faults with TFA, have to do with charter schools?

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 22:32.

TFAs and charter schools have nothing to do with each other than both are seen as magic bullets for public education's woes. However, now we are seeing that both seem to be shooting blanks when it comes to overall results. Fix the problems of public education, don't run from them.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 22:51.

But this is precisely the type of response that allows TFA to defend itself, and this allows proponents of TFA to make a number of responses, ranging from the cruel (your first sentence is grammatically incorrect-- you are missing "more"-- and therefore incorrect from there on) to the "our opponents just generalize" argument (not only do you lump charter schools and TFA together, you also claim that "overall results," whatever that means-- is this Philadelphia? The nation?--, are "shooting blanks") to the "our opponents make vague and cryptic statements attempting to sound deep" (i.e., your last sentence).

How do you not see that this is exactly the type of response that defendants of TFA look forward to?

Submitted by Anonymous (not verified) on Tue, 07/27/2010 - 13:44.

PFT!!!

Submitted by Obi Wan (not verified) on Tue, 07/27/2010 - 22:52.

You sound like a very smart, dedicated young person, and yes, maybe the Force is with you. Then again, Darth Vader (who's your daddy?) would like nothing more than for you to join "the educational reform movement." Look very carefully, young Jedi, at what the "reformers" are proposing ... don't relinquish your light sabre without a fight ...

Submitted by seasoned educator on Mon, 07/26/2010 - 16:50.

I taught at an elementary school that is now a Promise Academy. It was my first year teaching in SPD but my 14th year teaching in Pennsylvania. I have a Masters in Literacy and I'm working on an Administrative Degree. The Promise Academy extra hours will not work for my family... I'm a single Mom. My young children attend a School District of Philadelphia elementary school. They go to after school care, play sports and take music lessons. So, I am forced transfer who is still waiting to hear news of where I will be teaching in September. Dr. Ackerman did not give much thought to the ramifications of her grandiose ideas. If she did, she would have made plans and reviewed the plans with a committee that included teachers, administrators, parents and students. She would have started slowly with the Renaissance Schools initiative. Instead, Dr. Ackerman rushed into change and now she must clean up the mess.

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 18:49.

Seasoned Educator----Thank you for telling it just as it is!!! There is an individual on this blog that keeps praising these Charter Schools and sounds like he/she is in love with them. It wouldn't work for my family either but I don't think that the Queen cares. There was a definite rush to do this----I think because of the staffing nightmare this has caused, there won't be a lot next year. Also, if you are PFT, I would suggest calling the PFT and ask speaking to a representative. It is in this current contract that no PFT teacher can lose his/her job due to a school being Renaissanced. Hang in there, something will become available.

Submitted by anonymous (not verified) on Tue, 07/27/2010 - 17:54.

Seasoned educator, I am in the same situation. Promise Academy hours don't work for moms, especially single moms. So, is it safe to say we're screwed? Are we heading back to the time before teachers unions when moms couldn't teach?

Submitted by Anonymous (not verified) on Tue, 07/27/2010 - 18:59.

If you are forced to work longer hours in any way, and you are a single mother, contact the PFT, ask for Shelly Snyder (who is excellent for advice) and also contact an attorney. You cannot be forced into anything out of your normal responsibilities. If you are forced, then see your primary physician, go out on stress leave and use your wage continuation that are part of your PFT benefits. If that runs out, apply for State disability. Some may not agree with this advice but you do what you have to do and what is healthy for you.

Submitted by seasoned educator on Wed, 07/28/2010 - 08:10.

Thabks for the advice. I plan on contacting PFT today!

Submitted by Anonymous (not verified) on Wed, 07/28/2010 - 14:44.

I believe you are a forced transfer hopefully when you go to pick there is something available for you at a decent school, what happens to people who have yet to be informed about when they pick a school?

Submitted by Anonymous (not verified) on Mon, 07/26/2010 - 18:49.

He is right, I have a friend that worked at the charter in China Town great school but she had very very long hours. She is back with the district. She stayed for two years and they wanted her to stay. the pay was less and the hours was much longer. Good Luck to you. Your probably the only one that stayed at the charter.

Submitted by Anonymous teacher (not verified) on Tue, 08/03/2010 - 17:49.

That's very nice for the district, but do you know how many of the forced transfer teachers haven't found positions yet? Is anyone keeping tabs on this? Is there any way to find out?

Submitted by Herb (not verified) on Tue, 08/03/2010 - 18:06.

Your request may not matter when the MEDICAID funds do not come from Congress to PA. There will be layoffs in the PSD. Unfortunately I think it's going to happen. I hope it doesn't but I think it is inevitable given the funding constraints from the state. The increase in funding will not get to the PSD and the bottom line will be layoffs in the schools.
So while everyone is up in arms about transfers and such, we should be concerned about out jobs.

Submitted by Anonymous (not verified) on Sun, 01/09/2011 - 22:54.

A lot of these comments which are critical of TFA and/or PTF are based on legitimate shortcomings of these organizations, but are quite ill-informed.

The fact is that PTF and TFA teachers do tend to be less experienced than more "traditional" teachers in terms of how much time has been spent teaching a class. With all of the research that shows that more experienced teachers are usually more effective teachers, this is sauce for concern. I am a TFA teacher and it concerns me! Is it fair that students in high needs schools are taught disproportionately by inexperienced teachers? Absolutely not. But let's consider the alternatives. More experienced teachers often have more of a choice when it comes to finding a school. They don't tend to choose extremely low-performing schools. It makes sense -- why not choose a more pleasant work environment? What that means for these low-performing schools is the challenge of vacancies. Vacancies which they turn to TFA and PTF to fill. I'd rather have my child taught by a TFA or PTF teacher than by a long-term sub. Of course, more preferable still would be for my child to be in a school where TFA and PTF presence is not needed. Not all parents truly have that option. Or, as is the case with many Promise Academy parents, they believe that they have exercised their right of school choice and sent their kids to a better school because they have been duped by Ackerman's promises.

In terms of the commitment to teaching in Philly, I can't speak for PTF, but I can speak for TFA. There are a few TFA teachers who are in Philly because of a dedication to this city. However, TFA does not allow corps members to actually select the city they teach in. We state a preference and may decline an offer to teach in a city that we don't want to be in, but we are placed in or respective locations by the organization. Some TFAers leave after the two years with a more impressive resume to pursue other things. Some stay at their placement cites. Some move on to teach elsewhere. Et cetera. The complaint that a lot of TFA teachers leave Philly is valid, but think about why many joined TFA in the first place. For me, it wasn't for Philly. It was for the dismal state of education in this country as a whole. Perhaps with children in Philadelphia public schools, it's harder to respect a commitment to American education in the long run when that seems to take away from your kids immediate education. I get that. It is, indeed, a major shortcoming of TFA. I did not come into this with a spectacular commitment to Philly specifically. I came in with a commitment to education. That's more than can be said of a lot of TFAers, unfortunately, but it also more than can be said of a lot of traditional teachers as well.

Submitted by Anonymous (not verified) on Wed, 01/26/2011 - 11:40.

I'm a bit upset. My granddaughter was at University City Promise Academy. The teachers didn't seem to be able to control the children and classrooms there so we removed her from that school. We sent her to West Philadelphia, where she is much more comfortable. The classrooms are better controlled. The school is not what it should be, but hopefully it will get there and she seems to be doing well.
She is upset because she just found out Promise Academy has been awarded West Philadelphia. She doesn't want to stay there now.
The longer school days and Saturday school cuts into other things they are involved in, i.e. music and dance classes, girl scouts etc. Saturdays they do their chores because Sunday is for church.
I don't quite understand what they believe keeping children in school longer hours will accomplish.
Now we're learning these schools aren't properly staffed. Is Ackerman aware of this? If so, what does she propose to do about it?

Submitted by K.R. Luebbert (not verified) on Wed, 01/26/2011 - 12:23.

Concerned parents and guardians like you are perhaps the only people who can possibly make a difference in this situation. Ackerman does not listen to teachers or even many of her principals. I would like to think that if parents make enough noise in a positive manner: attending SRC meetings, talking to the press, joining parent groups, etc.... There is no guarantee she will listen, but you can try.

Submitted by P Morrison (not verified) on Wed, 01/26/2011 - 15:12.

There is a meeting coming up the first week of February. I intend on being there. I thought it was strange when my granddaughter kept telling me Ackerman was constantly at the school. Then suddenly she was asked to be in a focus group with other students with Ackerman, discussing ways the school could be improved. I knew something was already in the works, I just didn't know what.
We've had a time getting her comfortable in high school because she came from PAS. The atmosphere in neighborhood high schools is totally different. I hate to see her go through uncertainty all over again, especially since she just got settled in at West and loves going to school.

Submitted by mom (not verified) on Wed, 01/26/2011 - 20:30.

I intend on being there too. The students at West have been through a lot, especially these past two years. They started the year with half of the faculty being new to the school. Now they will have to go through that again. It broke my heart to see students walking around the first week of school looking for some of their teachers, and seeing nothing but new faces. The look in some of their eyes was one of anger, distrust, hurt, and fear (uncertainty). It was really sad. But they got up, dusted themselves off, and eventually began to welcome those who were new to THEIR school. Now to just be pushed back down. It's heartbreaking. These children deserve stability especially in building a school COMMUNITY.

Submitted by Anonymous (not verified) on Wed, 01/26/2011 - 16:16.

What ever happened to the need for ‘highly qualified’ educators?
It seems absurd that we are taking seasoned, highly qualified teachers out of schools and replacing them with although well intentioned ---new teachers.
This has nothing to do with good education but more to do with politics----again!

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The Notebook

At Promise Academies, vacancies galore

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At Promise Academies, vacancies galore

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