comp time

Extra pay for principals who heard Walcott speech is questioned


City principals who heard Chancellor Dennis Walcott deliver a stemwinding political speech on Saturday will get an extra day of summer vacation to make up for it.

This year, for the first time, the Department of Education told principals that they could take a day off during the summer to compensate for attending the citywide principals conference, held Saturday at Brooklyn Technical High School.

“To encourage attendance, any principal who attends the conference will receive one compensation day that can be used between June 27 and August 30,” the department’s weekly bulletin to principals said for at least the last two weeks.

The tradeoff isn’t sitting right with some, including UFT President Michael Mulgrew, whose union frequently battles the department to ensure that teachers are paid for time they spend working outside of the regular school day. Mulgrew cited the prohibition on city workers participating in political activity on the job.

“You’re using taxpayer dollars to pay New York City workers to come in and listen to you do a political rant,” Mulgrew said. “It’s at least inappropriate, but it really borders on questionable ethics.”

The Department of Education’s top spokesman, Andrew Kirtzman, rejected Mulgrew’s criticism.

“Mr. Mulgrew needs a truth commission of his own,” Kirtzman said, referring to Mulgrew’s call last week for a commission to investigate the Bloomberg administration’s education achievement claims. “Contrary to his assertion, the purpose of the speech was to urge that politics — and specifically the competition for his endorsement — not interfere with the progress of the city’s schools.”

The principals conference, which 1,200 principals and department officials attended, was the third that the city has held. Erin Hughes, a department spokeswoman, said attendance was about the same as last year, when principals were not compensated for attending and officials’ message focused on the nitty-gritty details of implementing new standards and teacher evaluations. The year before that, department officials brought in David Coleman, architect of the Common Core, to pump principals up about the new standards.

This year, department officials took a turn toward the political. Walcott’s speech took direct aim at mayoral candidates who have been calling for changes to the Bloomberg administration’s school policies — a call that the New York Times supported in an editorial today.

“To dismantle the reforms of the last decade would be a disaster for our children and this city,” Walcott said, before citing what he said had been improvements in the school system and student achievement. “We cannot turn back the clock on our students.”

The chancellor received only a tepid response from the audience, which spilled into the balcony of Brooklyn Tech’s cavernous auditorium. He drew a smattering of applause when pointing to powers that principals have now that they did not have before Bloomberg took office, such as the right to select teachers who want to work in their schools. But the audience sat quietly through much of the speech, and some members even laughed when he proclaimed that he proclaimed that he doesn’t “involve myself in politics.”

The largest applause of the morning came when Walcott promised to deliver school budgets on Friday, which he said would be the earliest time in recent memory that principals would know how much they can spend next year.

Walcott’s speech made up only a small portion of the day. Deputy Chancellor Shael Polakow-Suransky immediately followed the chancellor to remind principals that even as the city becomes wrapped up in politics, hard work remains to be done in schools every day. Students spoke about overcoming setbacks; Colorado State Sen. Mike Johnston described his path from high school principal to politician influencing teacher evaluation, tenure, and training across his state; and every attendee took home a copy of Paul Tough’s 2012 book “How Children Succeed,” which looks at the “soft skills” that students must develop if they are to thrive in college and careers.

After the speeches, principals scattered among dozens of workshops that they had signed up in advance to attend. Workshops focused on teacher effectiveness, strategies for working with English language learners, and curriculum, among other topics.

The workshops were appropriate to compensate principals for participating in over the weekend, Mulgrew said. But he said the principals conference had fallen short of its purported goal.

“The chancellor is supposed to be discussing the educational strategies for next year,” Mulgrew said. “I guess he doesn’t have one.”

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at [email protected]

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”