state of the union

Seven moments in UFT history maybe more pivotal than this one

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Even as many unions nationwide are struggling to retain their clout, the United Federation of Teachers is still flexing considerable muscle in New York City. But with a teacher evaluation deal still up in the air and Mayor Michael Bloomberg’s last months in office approaching, the teachers union is nonetheless at a crossroads.

Just how much the current moment translates into change for the UFT will not be clear for years. Other turning points in UFT history have been more obvious. Here are a few:

1960: The UFT is born out of rival factions

CAP (Courtesy of UFT)
Teachers Guild President Charles Cogen, addressing a rally in Manhattan, later became the UFT’s first president. (Courtesy of UFT)

The Teachers Guild, a group made up primarily of older teachers, and the more confrontational High School Teachers Association merged in 1960 to create the UFT. Relations between the two groups, which were not the only unions representing city teachers, had thawed after members picketed together the previous year. The UFT’s future hegemony was not at all obvious then, as the union didn’t have collective bargaining power until December 1961 and the Teachers Guild didn’t dissolve until 1964. The UFT would play a crucial role in the education upheaval later that decade, including the 1968 teachers strike precipitated by the firing of teachers in Ocean Hill-Brownsville.

1968: Teachers strike for months

CAP (Courtesy of UFT)
Teachers embarked on a series of strikes in 1968 over race tensions in schools in the Ocean Hill-Brownsville section of Brooklyn. (Courtesy of UFT)

Books have been written about the conflict that raged after the school board in the Ocean Hill-Brownsville section of Brooklyn fired 18 white teachers without cause. In response, UFT President Al Shanker called a series of strikes, first in May of that year and then at the beginning of the next school year, which in total shut most of the city’s schools down for 36 days. That strained the relationship between the black and Jewish communities in New York, made Shanker one of the best-known men in the city; and, when the teachers were rehired, ultimately strengthened the UFT. (It was also a decisive blow to the concept of community control of schools.) But the victory did little to address the underlying issues of the racial and ethnic make-up of the city’s teaching force or the city’s funding priorities that would make the 1970s a turbulent time for city schools and the union.

1969: Paraprofessionals join the union

The UFT has continued to gain strength by representing groups other than traditional classroom educators, a practice that has allowed it to grow its ranks even when the number of teachers in the city stagnated. In 1969, in one of the first major augmentations, 1,000 paraprofessionals joined the union, even though they had different concerns from other educators. The move created a precedent for expansion that led to school psychologists, nurses, guidance counselors, secretaries, and other employees who are now included under the UFT umbrella, as well as employees who don’t work with public school students at all — such as nurses at Jewish Home and Hospital and a few other hospitals in the city. The UFT’s largest boost came in 2007, when city child care workers voted to be represented by the UFT, with the hope that the union would be able to negotiate to increase their salaries. That added 28,000 members to the UFT’s rolls and swelled the union’s representation to include those taking care of children before they even reach the city school system.

1975: The UFT keeps the city from declaring bankruptcy

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UFT President Al Shanker led a march across Brooklyn Bridge from the Board of Education to City Hall to protest school budget cuts in 1975, a month before lending union funds to the city to save it from bankruptcy. (Courtesy of UFT)

This oft-cited moment of cooperation between the union and the city was not without considerable tension — the year had already seen a five-day strike in September and thousands of teacher and paraprofessional layoffs that would reshape education in the city for years to come. But $150 million in UFT pension funds provided for city bonds did allow Mayor Abraham Beame to avoid declaring bankruptcy in October 1975. According to “Tough Liberal,” Richard Kahlenberg’s 2007 biography of Shanker, Newsweek at the time quoted a Bank of America vice president calling the union president “the most powerful man in the United States” in the lead-up to that decision, which Shanker made following the intervention of New York’s governor. The city made it clear that the union’s money was New York’s only option, and the union earned widespread praise for its actions.

1986: Sandra Feldman takes over

CAP (Courtesy of UFT)
Sandra Feldman taught fourth grade at P.S. 34 in Manhattan before becoming a union official and, eventually, its president. (Courtesy of UFT)

After 25 years at the helm of the UFT, Shanker resigned to focus on leading the American Federation of Teachers, the national union. Feldman had worked closely with Shanker for decades, playing a crucial support role in the strikes of the 1960s, and she continued his brand of unionism. But Feldman also turned the union’s attention more strongly than ever to the way that teachers were treated as professionals — and to the quality of the education that union members were providing to city students. Under her leadership, the union significantly ramped up the professional development it offered its members through its Teacher Centers; secured state funding for mentoring; and negotiated a contract that allowed for teacher input in school management. Feldman also proposed new ways to deliver instruction, suggesting, for example, that schools offer ungraded “primary units” for students who enrolled with inadequate preparation. The emphases on teacher practice and student outcomes have remained central to the union’s self-identification ever since.

1995: Teachers reject a contract agreement

Feldman negotiated a new contract that included a 13 percent, five-year salary increase and a temporary ban on layoffs — but it also froze wages for two years. Resenting the wage freeze, particularly as city officials were giving big raises to themselves, teachers voted down the contract by a 56 to 44 margin. It was the first — and still only — time in the union’s history that teachers rejected a contract negotiated by their elected leaders, and the stunning defeat signaled dissent within the union at a moment when the city’s financial situation made the union especially vulnerable. Teachers didn’t approve a contract for another year, and when they did, they signed off on many of the most controversial provisions.

2002: Weingarten helps enact mayoral control

Randi Weingarten testifying at a mayoral control hearing in February.
Randi Weingarten testified at a hearing about the renewal of mayoral control in February 2009. (<em>GothamSchools</em>)

Now that the union leadership and Mayor Bloomberg, more often than not, are trading jabs and filing lawsuits against one another, it’s clear that mayoral control of city schools has proven to be an extraordinarily controversial policy decision. But Bloomberg won centralized authority over an education system that had been decentralized for 33 years only with support from Randi Weingarten, the last UFT president, in 2002. As one New York Times analysis phrased it, “Ms. Weingarten and her union are scrambling to keep their foothold in the power structure,” which they did by presenting the union as partners with the city on improvements. The implications of that decision are likely to shape the union’s future, especially as it reconsiders its school governance platform after more than a decade of mayoral control.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.