Sign Up for the Tom Cavanaugh Memorial Blood Drive on May 29th See page 2. BostonBostonUnion Teacher The Award-Winning Newspaper of the Boston Teachers Union AFT Local 66, AFL-CIO • Democracy in Education • Volume XL, Number 10 • May, 2008 Notes from the President Seattle Teacher Refuses to Administer WASL Test Pilot or Citing Multiple Harms Test Causes Discovery School? By Richard Stutman Students, Teachers, Schools and Parents BTU President arl Chew, a 6th grade science ‘No!’ to high stakes testing and a resound- s you get this newspaper in early teacher at Nathan Eckstein ing ‘Yes!’ to student needs and to teacher May, many of you have an im- A Middle School in the Seattle professionalism,” stated nationally re- portant decision to make by the end C School District, last week defied federal, nowned education activist and author of the month: whether or not your state, and district regulations that require Susan Ohanian of Vermont. school ought to convert to pilot sta- teachers to administer the Washington ”There are many more teachers who tus. Assessment of Student Learning to stu- are ready to follow suit. They just need an Until this last dents. example and leader,” states one Wash- month, schools ”I have let my administration know ington teacher. wishing to do that I will no longer give the WASL to my Organizations and individual allies are things differently students. I have done this because of the now working to replace Mr. Chew’s lost had only one personal moral and ethical conviction that wages. “Though a minor gesture in response choice: conver- the WASL is harmful to students, teach- to your so much larger gift, I plan to contrib- sion to Pilot sta- ers, schools, and families,” wrote Chew in ute to your salary for the two-weeks the tus. Now there’s an email to national supporters. schools aren’t paying,” was the response of another choice: Seattle, Washington 6th grade teacher Richard Stutman School District response to Mr. Chew’s one colleague from Washington. become a Discov- Carl Chew stands up to Federal, State BTU President refusal was immediate. After administra- Parent Empowerment Network will ery School. The and District officials and refuses to ad- tive attempts to dissuade his act of civil be presenting Mr. Chew with a check for chart below details the distinctions minister State Standardized Test. disobedience had failed, at the start of $200 to help alleviate his loss of wages between the two models. We ask that school on the first day of WASL testing, April 18, Mr. Chew received a letter from and is encouraging organization mem- everyone consider their choice April 15, Mr. Chew was escorted from the Seattle School District Superintendent bers to also support Mr. Chew with words wisely. school by the building principal and a Maria Goodloe-Johnson which began, of encouragement and monetary contri- A 2/3rds staff vote in the affirma- district supervisor. Mr. Chew was told to “This letter is to inform you that I have butions. The Vermont Society for the tive is the first step in the pilot school report to the district Science Materials determined that there is probable cause Study of Education and Colorado’s Coali- conversion process. A final decision Center where he was put to work prepar- to suspend you from April 21, 2008 tion for Better Education have also on each proposal rests with the BTU- ing student science kits while district through May 2, 2008 without pay for your pledged contributions. BPS steering committee. administration and attorneys consulted refusal and insubordination to your (Submitted by the Parent Empower- A decision made to convert to pilot on an appropriate penalty for what was principal’s written direction to administer ment Network, Seattle, Washington.) status is irrevocable. No vote is re- labeled, “gross insubordination.” the WASL at Eckstein Middle School.” quired to change to Discovery Sta- See pages 3 & 8 for more on Mr. Chew attended one hearing at During his weeklong struggle with the tus. Instead, consensus is required Carl Chew’s Actions. Seattle School District Office, where he district over consequences, Mr. Chew from four groups: The ILT, the BTU was accompanied by a Seattle Education was supported by allies throughout the Building Reps, the SSC, and the ad- Association representative. On Friday, state and nation. “Carl Chew is saying ministrator. The Boston Foundation has funded 22 pilot school RFPs, mostly proposals to convert from traditional schools to Pilot Schools. Some are

proposed start-up Pilots, some are 52088 rmit No.

oston, MA 02109 oston,

Non-Profit Org. Non-Profit PAID U.S. Postage U.S. grade expansions of current pilots, B Pe and some are combinations of all of the above. The union will review each pro- posal that garners a 2/3rds conver- sion vote of staff as well as all of the other start-up/combination propos- als and make its decision for approval based on a series of considerations. Here are just a few of what will be our considerations: 1. How does the Pilot proposal The BTU Social Committee organized a very successful Homeless Benefit. mesh with overall system wide goals and student demograph- BTU Fundraiser for the Homeless ics? Considering that the su- perintendent and school com- Raises Over $7,000 mittee are looking at a plan that By Patricia Melanson may call for the closing of 4-6 or nearly 20 years, the BTU has hosted an annual fundraiser to benefit the schools and the redesign of FPine Street Inn and Rosie’s Place. This year in spite of the dreary weather other facilities in September and computer complications at the Credit Union, many happy partygoers still 2009, does it make sense at this attended the benefit which was held at the BTU Hall on Friday, March 28, 2008. (continued on page 4) (continued on page 6)

Reflecting on Practice & Collaborating with Peers 2 ➤ ➤ Celebrating Paraprofessionals 7 & 12

AL 66, AFT AL 66, Why is Healthcare So Expensive? 10

BOSTON TEACHERS TEACHERS UNION BOSTON LOC 180 Mount Vernon Street Vernon 180 Mount Boston, Massachusetts 02125 Boston, Commentary: Garret Virchick The Dimensions of an Effective School System: Reflecting on Practice and Collaborating with Peers (8th in a series) with the Boston Teachers Union and lobby Boston Teachers Union to create tee watches and says nothing t is essential that we, as professional the State House for the right to raise Discovery Schools is hopefully the as lies and half-truths are educators, look closely at where we revenues. A small meal tax or hotel tax beginning of a new era in the Bos- printed. If collaboration is a I have been, where we are now, and would go a long way towards meeting the ton Public Schools. The School good thing, and I think it is, the what do we hope to accomplish in the needs of public education. That would Committee should take note of this Boston School Department future. That has been the philosophy of require the School Department to prac- and some fundamental rights that has the responsibility to stand this column as it examined some of the tice what it preaches and work with our all citizens should have. Teachers, up for the teachers in Boston past practices of the Boston Public union as a peer, not as an adversary. as all workers do, have the right to and these attacks on our rights. Schools. It is important to note, as the The 2nd and 3rd expectation in this di- collective bargaining. Too often we Garret Virchick This would be a true partner- school year draws to a close, that much of mension calls for teachers to set profes- see editorials in newspapers that ship, a foundation for a sub- the critique in this column was based on sional goals based on an analysis of the attack this fundamental right. Too often stantive collaboration to educate all the the past ten years. Institutions change, needs of schools and students and to we read that our collective bargaining children in the Boston Public Schools, superintendents change. If the past was actively participate in a variety of profes- agreement is the main thing holding back and an essential part of the Dimensions of marked by top-down initiatives with little sional development activities including education reform. The School Commit- an Effective School System. collaboration between the stakeholders CCL, common planning time, depart- in public education, there is hope that the ment/SLC teams, workshops and th future will be different. courses. To accomplish this all schools Tom Cavanaugh Memorial Blood Drive May 29 The 8th Dimension of an Effective need to have the leadership in place to Dear Friends and Colleagues: School System looks at Reflecting on coordinate this. Too often common plan- Baseball season is back and this is your opportunity to step up to the plate as a Practice and Collaborating with Peers. ning time is wasted because there is little blood donor. On Thursday, May 29th from 10:00 am to 5:00 pm, the BTU and the Reflecting on ones practice needs to be leadership, no agendas, or the time is Red Cross will be sponsoring the Tom Cavanaugh Memorial Blood Drive. Giving both an individual act and a collective act. taken up with a myriad of other tasks. Too blood saves lives. Nearly five million people receive blood transfusions every year. For a school system to thrive everyone often professional development time is On average, every two seconds someone in the United States needs blood. needs to be at the table and all parties wasted when it is put together with little Unfortunately, only 5% of the eligible population donates blood in any given year. need to have an equal voice. This includes or no input from teachers. Currently there is no substitute. Healthy donors are the only source of blood. administration, teachers and their union, There needs to be an acknowledg- The blood drive is open to everyone. Bring your friends, loved ones, or even your parents and even students. In the past ten ment by the School Committee that the spouse. A complimentary lunch with refreshments will be provided. Students from years we have seen too much bullying only way to improve the practice in our Madison Park’s Nursing Program have volunteered to participate with the dona- from the top, attempts to marginalize our schools is to include those that know tion process. You can sign up by filling out the form below or through the link union through false and inaccurate at- education best – teachers. And we can’t provided in the e-Bulletin or the BTU home page. Please indicate if you have a tacks in the media, and a philosophy that do this simply by adding more respon- preferred time to donate. All walk-in donors are welcome. states the only way to improve education sibilities. Teacher leadership positions Each donor will receive a free T-Shirt and a coupon for a free pizza at Pizzeria is to give administration “flexibility” to do need to be created. A career ladder for Uno. Also, each donor will be entered into a raffle with and a chance to win one of whatever they pleased. We have seen teachers can and should be a negoti- four prizes, including two free tickets to a Red Sox game. parent voices disappear through the ated part of the Boston Public Schools. If you are unable to donate you can help us by: defunding of the City-Wide Parent Coun- This ladder would offer teacher leaders 1. Passing the word along to family, friends, and colleagues. cil and the withering away or manipula- reduced workloads so that they might 2. Remind others to save this date. tion of school site councils. Much needs share best practices with peers, orga- 3. Make announcements in your building during the week of the event. to be rebuilt if we are to improve public nize team meetings, coordinate profes- Please bring a photo ID with you when you donate. education. sional development, and become part Respectfully, The first expectation under this di- of leadership teams dedicated to whole mension is that we collaborate with school improvement. In the past we John Enright, coaches and colleagues to improve our have been subjected to too many ex- Madison Park Technical Vocational High School practice. That will certainly be more diffi- perts from outside our schools when cult with the current budget shortfall and the expertise is inside our schools. the excessing of most math and literacy The last expectation calls on teachers BTU Tom Cavanaugh coaches. As has been mentioned numer- to engage in collaborative problem solv- ous times in this column, the Boston ing and decision making based on what is Memorial Blood Drive School Committee has an obligation to in the best interest of students. The re- American at the BTU Hall raise sufficient funds for public educa- cent collaboration of the School Depart- Red Cross tion. A good start would be to collaborate ment and Dr. Carol Johnson and the Thursday, May 29, 2008 10:00 am – 5:00 pm All donors will receive a free T - Shirt Boston Any questions, contact Pat Mullane UnionTeacher Free Raffle, Email: [email protected] Thank You for 4 Prizes or call the BTU – 617-288-2000 Your Support Published by the Boston Teachers Union AFT Local 66, AFL-CIO Walk-Ins Welcome Walk-Ins Welcome

The Boston Union Teacher EDITORIAL NOTE: Donors can send an e-mail with your name, school, is published eleven times a year The opinions expressed in the Boston September - July, inclusive. phone # and preferred time to donate to: [email protected] Union Teacher do not necessarily or Fill out the form below and return it to the BTU, attention: Ms. Shea represent the views of the Boston President Teachers Union, or those of its members. RICHARD F. STUTMAN Name: ______WHEN WRITING: Vice President School: ______PATRICK CONNOLLY All correspondence to the Boston Union Teacher must be typewritten and signed. Phone: ______Secretary-Treasurer All articles must be appropriate to the EDWARD A. WELCH publication, and in good taste. Preferred time to donate: ______Co-Editors Letters to the Editor should be sent to Please return to: Maureen Shea MARY F. GLYNN c/o BTU Local 66, AFT-MA GARRET VIRCHICK [email protected]. 180 Mt. Vernon St. AFT, AFL-CIO Editorial Board DEADLINE: Dorchester, MA 02125 Caren Carew The Deadline for submitting articles Angela Cristiani for the June edition of the Boston Jenna Fitzgerald Union Teacher is May 14th. Robert Jango All copy should be e-mailed to BTU Phone Numbers Michael J. Maguire [email protected] and BTU Phone Numbers Michael McLaughlin [email protected] Office ...... 617-288-2000 Eileen Weir This deadline will be strictly adhered to. Taped Message .. 617-288-2463 Health & Welfare617-288-0500 180 Mount Vernon Street ❖ Boston, MA 02125 AFT Massachusetts 617-423-3342 Function Office .. 617-288-3322 ❖ ❖ ❖ 617-288-2000 617-288-2463 Fax 617-288-0024 www.btu.org Lounge Office .... 617-288-3322 Vision Center .... 617-288-5540 Tremont Credit Union ...... 781-843-5626 2 ❖ BOSTON UNION TEACHER ❖ May, 2008 Seattle Teacher Refuses to Administer WASL Test… (continued from page 1) Carl Chew’s statement regarding his act of civil disobedience n April 15, I refused to give the Washington Assessment of OStudent Learning to my sixth grade students at a Seattle Public Schools middle school. I performed this single act of civil disobedience based on personal moral and ethical grounds, as well as professional duty. I believe that the WASL is destructive to our When is the last date I can receive a children, teachers, schools, and parents. Year-End Overall Performance Evaluation? It is important for me to note that my disobedient action was not The management/labor agreement, better known as the contract, states; “All staff shall be directed at any individual. I love being a teacher; my students are formally evaluated using factors reasonably related to a teacher’s professional performance, with a fantastic; my fellow teachers collaborate with and help me every mark for each factor and an overall rating. Overall ratings shall be: Satisfactory or day in numerous ways; and my school administration has always Unsatisfactory [Meets Expectations or Does Not Meet Expectations] and shall be shown a willingness to listen to and support the teachers. I transmitted to teachers prior to May 15.” ‘Overall’ Year-End formal performance understand that my action has caused people pain, and I am truly evaluations must be completed, with the entire evaluation filled out and signed by the observing sorry for that, but I could no longer stand idly by as something as administrator, with a post conference conducted PRIOR TO MAY 15th. Teachers should not wrong as the WASL is perpetrated on our children year after year. sign an evaluation without receiving a copy of it. Teachers should not sign the evaluation using Though my act of civil disobedience was individual, I do not a date other than the actual date the evaluation is handed to them at a post conference. If a teacher stand alone in my strong beliefs. Any Internet search for high uses another date and the evaluation comes into scrutiny in the future either at the administration’s stakes testing will reveal highly regarded educators, distressed or the teacher’s instigation, a falsified signing date will reflect poorly on the teachers veracity and parents, and sensitive teachers with a wealth of thoughtful writing may negatively undercut the member’s right to grieve the evaluation, etc. if applicable. and case studies supporting my views. The “prior to May 15” date is hard and fast and can NOT be ‘pushed back’ by administrators The WASL is bad for kids. who have not adhered to the contract or who were not organized enough to perform their To my mind the measure of successful childhood is that each professional responsibilities in a timely fashion. A teacher can NOT be given an ‘Unsatisfactory” child learns about who she or he is and how the world works, gains OVERALL YEAR-END formal performance evaluation without having received two (2) an assertive and confident self image, and feels safe, well fed, and ‘Unsatisfactory’ formal Interim performance evaluations in the same academic year. The happy. Schools, along with parents and communities, need to contract details; “Within (10) ten school days during which the teacher is present following any contribute wisely to this goal. Unfortunately, the WASL creates evaluation visit [observation], regardless of the rating mark, the responsible administrator or panic, insecurity, low self esteem, and sadness for our children. designee shall meet with the teacher for the purposes of discussing the evaluation. At this meeting • It is written in the language of White, middle and upper class the teacher will be given two (2) copies of the written evaluation, signed and dated by the responsible students, leaving all others behind. administrator. The teacher shall sign and return one (1) copy to indicate having received it, but not • It is presented to children in a secretive, cold, sterile, and to indicate agreement or disagreement. No teacher shall be asked to sign an incomplete evaluation.” inhumane fashion. The contract also states; “Teachers shall be allowed to attach their written •There is no middle ground – children either pass or fail – comments to the evaluation form.” If you think that something in the evaluation is which leaves them confused, guilty, and frustrated. inaccurate, needs explanation, and the like, it is in your best interest to write a thoughtful, factual, •Numerous questions on the test are unclear, misleading, or professional narrative to be attached to the actual evaluation. Keep the tone depersonalized as lacking in creativity. this should reflect positively upon you as a professional, no matter how frustrated, disappointed • It tests a very narrow definition of what educators know or angry you may actually be. There is no time limit as to when you must complete your written children need to become well-rounded human beings. comments to be attached to the evaluation form, however the sooner, the better. Always keep • The WASL is given at a prescribed time regardless of a child’s a copy of your written remarks as well as the actual evaluation. Remember, if there are emotional or physical health. inaccuracies or items/statements that you believe do not accurately reflect what occurred or The WASL is bad for teachers. that were left out, it is important to include them. Attorneys who have represented our members For meager pay teachers are asked to work in extremely in dismissal hearings state that if a teacher has not rebutted/explained the issues raised in the challenging situations, keep absurdly long hours, and, when it evaluation, it is often more difficult in the future to go back and do so as effectively as if they had comes to the WASL, function in an atmosphere of fear. done so at the time the evaluation was issued. Silence on your part appears to be tacit agreement •A majority of teachers loath the WASL but feel unable to with the observer’s characterization of you as a professional in the evaluation. speak out freely against it due to their fears of negative ‘Interim’ formal performance evaluations utilizing the same form as the Overall Year-End consequences for doing so. evaluation can be completed from the first day of school to the last. Even though the window •Because administrators are constantly pushing to meet for an Overall Year-End evaluation ends on May 15th, the administration is still able federal guidelines for yearly score improvements, their rela- to do informal observation feedback as well as formal ‘Interim’ performance evalua- tionships with teachers can become strained and unpleasant. tions after that date. •Administrators and teachers suffer under the knowledge that if they do not achieve improvement goals (measured by Who determines the content of and when the WASL passage alone) they can be sent to retraining classes, 18 hours of professional development are scheduled? lose their students to other schools, or have their “failing” The 18 hours of professional development beyond the regular school day hours must be school handed over to a private company. scheduled each year. The configuration of how the hours are to be scheduled is to be done with •Before administering the WASL teachers mandatorily sign a a secret ballot vote with five days notice of the faculty conducted by the BTU Representatives “loyalty” oath promising they will not read any of the test prior to the end of the school year. The schedule is determined by a majority vote of the faculty questions. and the approval of the administrator. The vote can be done by subject area, grade level, or other •Teachers feel devalued by the amount of time most of them groupings of educational interest. The content of the professional development is determined have to devote to test practice and proctoring – upwards of by the school administration to reflect each individual school’s Whole School Improvement four weeks for actual testing and many more weeks for Plan. WASL prep in many cases. The contract states, ‘If the administrator and faculty fail to agree on a professional development •Teachers feel used and depressed when, half a year after the schedule, three six-hour professional development days shall be added to the end of the school year. test is given, they are presented with dubious WASL results Teachers shall be required to participate in 18 hours of professional development plus one full day – amateurish and misleading Power Point charts and graphs of professional development on the work day following the Christmas vacation or the April vacation, telling them next to nothing about their students’ real knowl- at the discretion of management. This full day of professional development may be converted to edge and talents. professional development hours by a majority vote of the faculty. The professional development •Teachers’ relationships with parents are compromised be- schedule for a school year shall be finalized before the end of the previous school year and the schedule cause they cannot talk freely with them about opting their shall be distributed to the staff. In the event that more than 25% of the staff is new to the building the child out or other WASL concerns. following September, the faculty may re-vote.’ [Vote to be conducted by secret ballot with 5 days The WASL is bad for parents and families. notice to the faculty by the BTU Reps. which must be completed by 9/15]. When an 18 hour •Parents have been shut out of this costly process. professional development activity is scheduled after regular school hours to take place for two •Most of them are misled by official statements about the hours or less, if a person is out sick or has a personal day, they do not have to make that time purpose of the WASL. up. However, if the professional development activity is scheduled for more than a two hour •Many of them do not realize that they have the right to opt block, the time does have to be made up by the faculty member or they are subject to loss of their children out of testing with no consequences, though in wages for that time. Paraprofessionals vote on the professional development hours only if such practice schools have illegally put inappropriate pressure on a vote entails the conversion of or breaking up of an entire day into hours. parents and children who have opted out. •Many of them do not realize that teachers are, in many cases, not allowed to discuss any reasons why they might want to When is the enrollment for the opt their child out. (Teachers in California went to court to BTU Sick Leave Donation Program? secure the right to inform parents of their right to opt their This years’ annual enrollment period is May 5 – 16. Signature forms will be with your children out of that state’s testing.) schools’ secretary (Superintendent’s Circular HRS-PP15). Enrollment eligibility includes per- • Like children, parents suffer from the same feelings of guilt manent teacher unit BTU members or those entering the fourth consecutive year of service and and unhappiness when their children fail. BTU Paras with at least three consecutive years of service. •Parents are not informed that the test is biased, culturally insensitive and irrelevant, and not a real measure of any- Know your rights! thing. I’m fighting for you, let’s stand up together! BTUnity! •The WASL graduation requirement has kept thousands of families from knowing whether or not their students will be (continued on page 8) BOSTON UNION TEACHER ❖ May, 2008 ❖ 3 Frequently Asked Questions: Discovery Schools What is the purpose of Discovery Schools? Does a school give up contractual rights of its members Created as part of the Pilot School agreement, Discovery Schools are to become a Discovery School? intended to be schools that take advantage of some of the best autonomies No. BTU members’ rights are not affected by the conveyance of Discovery of the Pilot Schools without changing the overarcing contractual language School status. and protections that define traditional schools. Discovery Schools will be able to enjoy a measure of curricular/assessment autonomy similar to that If a school wants to change its school calendar, or the length enjoyed by Pilot Schools and potentially, certain budget autonomies such as of the school day, would teachers get paid for the extra time? buy-back provisions. Discovery Schools will still need to teach the same Discovery Schools will not offer teachers overtime pay. If a school staff standards as all other schools, both traditional and Pilot, but they will have wants to extend the work year, or is seeking overall calendar autonomy, they autonomy to create their own curriculum, methodologies, and assessments. would need to seek Pilot School status. Notwithstanding this, a Discovery Discovery Schools, just like Pilot Schools, must still administer MCAS and School can apply for a Massachusetts Expanded Learning Time grant if it so other required assessments and, like all BPS schools, must meet all state and chooses. In that case, negotiated BTU contract language would apply and federal requirements and regulations. those who agreed to work the extended day would get compensation for their time in accordance with the contractual agreement reached in the other What’s in it for teachers? ELT schools previously. What’s in it for Principals/Headmasters? For teachers, Discovery Schools offer a chance to do things differently, to Do teachers’ benefits change if they work teach more creatively. Many teachers will enjoy the chance to work on new in a Discovery School? ideas as part of a team devoted to improving the educational services for There is no change in contractual rights or monetary benefits if teachers their students. Principals and Headmasters will benefit from having an work in a Discovery School. The benefit for teachers in a Discovery School engaged teaching force that initiates new ideas and has the power to is that they will have greater flexibility than teachers in a traditional school. implement them. Does a school faculty have to vote on the How did the meeting about Discovery Schools Discovery Schools Proposal? go at the BTU on 3/31? No, but a proposal must have consensus from affected staff, the support On Monday, 3/31, we held a meeting at the BTU to go over the ins and of the school leader, the ILT, and the School Site Council. outs of becoming a Discovery School. Over 100 teachers and staff from 32 different schools attended this event, which was co-hosted by the BTU and How will schools be selected? Superintendent Carol Johnson. The meeting lasted two hours and con- The BTU, BPE and BPS will establish a committee that is responsible for tained much give and take. Teachers for their part seemed most interested implementing a RFP process. All applications will be reviewed by this in curriculum/assessment autonomy. Administrators for their part seemed committee with the understanding that the Superintendent has veto power most interested in budgetary autonomy. Either way, there was enthusiasm over the creation of any particular Discovery School. all around. What criteria will be used to select schools? What’s the time commitment required of teachers? Selected schools will demonstrate in their proposal commitment, innova- Of Principals/Headmasters? tion, and accountability. We are interested in schools that will propose to do None is specified, but it is expected that teacher teams will work together things differently, will lay out the methodology to do so, and will be willing to develop an academic program they wish to implement. Obviously this will to be held accountable for the freedom they seek. Schools must show that take time, energy, and commitment — all of which will be time well spent there is a consensus of affected teachers in support of the project, and that as staff venture on a new course of curricular/assessment autonomy. the school leader is in support of the work.

What kinds of support can we expect Which schools are eligible to apply? from the BTU, BPE and BPS? All Boston Public Schools (grades K-12) are eligible to apply for Discovery The BTU and the BPS have agreed to a fund of $30,000 to help the School status. Discovery Schools get started. In addition, it is expected that teachers in schools that are applying will take advantage of the Professional Learning What will happen to schools that aren’t selected? Project grants to help lead the work in their schools. BPE will help launch and Schools not selected will be eligible to apply for Discovery status the support a network of Discovery Schools so that they can learn from each following year, and we will work with them to support them in a planning other. Other funding (grant) sources will be solicited, but additional funds year. are not guaranteed. The schools will decide how to spend whatever share of the $30,000 they receive. How long will schools maintain their Discovery School status? Schools will maintain Discovery School status, and the ability to capitalize What specific flexibilities will schools get on their approved autonomies, as long as the work they develop is as part of the Discovery School designation? successful. Discovery Schools could receive flexibilities in the areas of budget and curriculum/assessment. The way in which these flexibilities are offered is Can a school decision to become a modeled closely after the way in which pilots implement these two Discovery School be changed? autonomies. With respect to curricular/assessment autonomy, the flexibilities Yes, a school can ‘un-do’ its decision and change back to a traditional will be identical. In the area of budget autonomy, like Pilot Schools, school. Discovery Schools will be able to ‘buy back’ certain central office services. But unlike Pilots in the area of budgetary autonomy, Discovery Schools will NOT How will selected Discovery Schools be evaluated? be able to ‘save’ the salary differential between a high-salaried teacher (or Are there specific accountability measures Para) and a lower-salaried teacher (or Para). Our reason for this distinction: that will be used in the evaluative process? We do not want Pilot Schools to make programmatic or personnel decisions Discovery Schools will be evaluated based on the self-identified perfor- based on how much a teacher or a paraprofessional costs. mance and outcome measures articulated in each school’s original proposal. In addition to a clear definition of a “problem of practice,” schools will be Will Discovery Schools have access to both of the asked to identify specific outcomes that the faculty is willing to be respon- aforementioned autonomies, or only that which is sible for – both for adults’ practice and for students’ learning. These should applicable to the projects that schools propose? be specific, measurable, and have a clear connection to the proposed Schools are eligible to apply for either of the autonomies. They are not changes the school wants to initiate. required to request both. Hence, if a school is only interested in applying for curricular/assessment autonomy without budget, that is fine. What about the Process? How does a school apply for Discovery status? A letter of interest is due by April 18th, although the deadline is fluid. All Pilot or Discovery School?… schools that submit a letter of interest will be asked to complete an (continued from page 1) application. time to add new schools to the mix? eas? This assignment season teach- Can a school attempt to attract students citywide 2. What about fiscal restraints? Should ers in at least eight program areas we open new schools and spend will have had a very difficult time in and increase their numbers? scarce resources while our current finding vacancies. Do we want to In and of itself, Discovery status will not allow any school privileges on schools are suffering financially? exacerbate the problem by creating student assignment. However, the school department will take a look at the 3. How does the proposal affect the more pilot schools, which take away student assignment process and its capacity limitations regarding any current shortage of teacher vacan- teacher and para vacancies from particular school, Discovery, Pilot or otherwise. cies in various ‘tight’ program ar- our members? 4 ❖ BOSTON UNION TEACHER ❖ May, 2008 Can a school allocate money to purchase How would goals and evaluation be decided? different texts from citywide adoption? Discovery Schools will develop their own goals and evaluation instru- In a case where a Discovery school has ordered school department- ments by which they wish to be measured generated textbooks in advance, it may be possible to avoid participating in that textbook ordering program prospectively; the matter will be considered How does school decide to become a Discovery School – on an individual basis. could it be a section of a larger school? Yes, provided there is a consensus from the affected staff, the principal, Where does $ for PD come from if using the ILT, and the School Site Council. a different model than what BPS is doing? PD is an area in which a Discovery School will have discretion. In other If our school received money from words, a Discovery School will be allowed to purchase this service indepen- The Boston Foundation can our school use/keep it? dently. Yes. Taking the money from the Boston Foundation does not obligate you to become a Pilot. Can a school change its walk zone? Again, student assignments must be seen as part of a whole picture, and Can school change hours and what about bus schedule? no school, Discovery or Pilot, will be afforded special status, including the We assume you mean, Can a school shift its hours? Yes, provided there’s imposition of a student screening or application process. no impact on another school, and also provided there is no budgetary impact. Would money from Foundations be acceptable? Discovery Schools will be allowed to apply for outside grants. Is this a one-time application process? No, there will be a revolving cycle. CHARTING THE SIMILARITIES AND DIFFERENCES BETWEEN TRADITIONAL, DISCOVERY AND PILOT SCHOOLS

Curricular/ Budgetary: Budgetary: Ability to waive contractual Attachment Assessment Salary Purchase of working conditions and standard rights to a component central services grievance rights building (note 1) (note 2) Traditional No Autonomy No Autonomy No Autonomy No Yes; by seniority Schools or discretion Discovery Autonomy No Autonomy Autonomy No Yes; by seniority Schools (note 4) or discretion (note 7) (note 5) Pilot Autonomy Autonomy Autonomy Yes None Schools (note 4) (note 6) (note 7) (note 8) (note 9)

Ability to change/extend school School Decision to convert Required for approval to day or year; schedule flexibility governance from traditional school convert (note 3) structure to changed status Traditional None per se Admin., SSC, ILT Not applicable Not applicable Schools Discovery None per se Admin., SSC, ILT Revocable Consensus from ILT, BTU Reps., Schools SSC and Admin.

Pilot Yes; up to 95 uncompensated hours per Admin., SSC, ILT, Irrevocable Conversion to pilot status Schools year can be mandated for all teachers Governing Board requires a 2/3rds vote of staff; and paraprofessionals approval from the BTU-BPS (note 10) Steering Committee

1. Pilot Schools are allowed to keep (or retain) the salary differential between 6. Pilot Schools have the right to capture any savings based on an employee’s the salary of an employee and that of the ‘average’ employee. In other words, salary as outlined in note 1. if a typical teacher ‘costs’ $70,000, and the Pilot school hires a teacher who costs $50,000, the Pilot School gets to retain the $20,000 salary differential. 7. These autonomies are identical for both Discovery and Pilot schools as This provides an economic incentive for a Pilot School to hire or retain a lower- outlined in note 2. priced employee. 8. Pilots have an internal appeals mechanism instead of a grievance process. The 2. Both Pilot Schools and Discovery Schools are allowed to choose from a list of basic difference between the two: An internal appeals mechanism is just what central services. Altogether these services total approx. $400 per students, is says – internal. Matters go through an internal appeals process, and if give or take, in a given year. Both Discovery Schools and Pilots Schools have unresolved, go to the union president and the superintendent both of whom autonomy with respect to the purchases of these central services. They can must agree on a resolution. Important matters of dispute can easily go choose to purchase or not to purchase any of the aforementioned services. unresolved. The traditional grievance process also has an internal compo- If they do not choose to purchase these services the money is retained in their nent, but matters unresolved go – ultimately for final judgment – to an outside budgets to spend as the school sees fit. arbitrator for binding resolution.

3. Discovery Schools will have the same work day and work year as traditional 9. Pilot school teachers work at the school at the discretion of the pilot school schools. However, Discovery Schools, like traditional schools, are allowed to administration. Teachers can be asked to leave at the end of a given school apply to become an Extended Learning Time (ELT) school, subject to year. If they are asked to leave (or choose to leave) they retain seniority rights negotiations. All ELT time is compensated. Pilot schools have flexibility in this in the school system. regard, and can mandate up to 95 per year of uncompensated work for all teachers and paras. 10. Each year the Pilot School administration presents any changes in the school calendar for a vote by the faculty. A 2/3 vote from the faculty is needed to 4. These autonomies are identical. Schools have a right to design curricula change the school calendar. Teachers are not compensated for the first 95 different from the district curricula as long as said curricula meets state hours of time over and above the standard contract. Any additional time standards. required over the first 95 hours is compensated at the contractual hourly rate, not the teacher’s real rate, through the following formula: The first 50 hours 5. Discovery Schools do not have any discretion in this regard and will have no over the 95 is paid for through money provided by the School Department. incentive to make any decision, hiring or excessing, based on a person’s Any additional hours will be paid for through money from the pilot school salary. budget.

BOSTON UNION TEACHER ❖ May, 2008 ❖ 5 BTU Fundraiser for the Homeless Raises Over $7,000… (continued from page 1) Those who attended enjoyed great food ute by mailing a check to Jeanne Turner, and company and music was provided by c/o Boston Teachers Union, 180 Mt. Suzie Cue Productions. Over 30 local Vernon Street, Dorchester, MA 02125. area businesses donated gift certificates Checks should be made payable to either and items which were raffled off over the the Pine Street Inn or Rosie’s Place. course of the evening. A list of the busi- Thank you to the Social Committee nesses who donated is included in this members for their hard work and dedica- issue and we encourage BTU members tion in organizing this amazing event: to support the businesses who helped us Angela Cristiani, Elaine Colarossi, raise money for such a worthy cause. Martha Cotton, John Ferguson, At this time approximately $7,000 has Denise Henderson, Carla Johnson, Barbara Novak shares a laugh with Cheryl Samuels at the BTU Homeless Benefit. been raised from donations and the sale Pat Mullane, Kristen Pinto, Linda of raffle tickets. Member can still contrib- Simonetti, and Eileen Weir. (Patricia Melanson is a teacher at Madison Park High School.)

Edward Becker picks winning ticket.

Eileen Weir and John Gomes of Madison Park High School. Barbara Locurto has the smile of a winner.

BTU members enjoy the benefit. Beverly Mawn and Virginia Donnelly.

Another winner – Brenda Chaney!

The group from Rosie’s Place have a great time. T. Brooks Shepard, Mark Juster and Sherry Pedone enjoy the proceedings. Thank You to the Generous Donors to the Fundraiser for the Homeless 224 Boston Street Bistro – 224 Boston Street, Dorchester Four’s Restaurant – 15 Cottage Avenue, Quincy Amrhein’s Restaurant – 80 West Broadway, South Boston Gerard’s – 772 Adams Street, Dorchester Birch Street Bistro – 14 Birch Street, Roslindale Hancock Tavern – 668 Hancock Street, Quincy Blarney Stone – Dorchester Avenue, Dorchester Jack Madden Ford – 825 Providence Highway, Norwood Captain Fishbone’s – 332 Victory Road, North Quincy Kelly’s Landing – 81 L Street, South Boston Carson Place Catering – 180 Mount Vernon Street, Boston Laurel – 142 Berkeley Street, Boston Coda Restaurant – Columbus Avenue, Boston Madison Park High Schools – 75 Malcolm X Boulevard, Boston Coleen’s Flower Shop – 912 Dorchester Avenue, Dorchester McCormick and Schmick’s – Faneuil Hall Marketplace, Boston Crew International Salon – 327 Harvard Street, Brookline McFadden’s – 148 State Street, Boston Cristiani’s Chiropractic – 266 Water Street, Quincy Menopause/Stuart Street Playhouse – 200 Stuart Street, Boston D Bar – 1236 Dorchester Avenue, Dorchester Nino’s Dockside – 1099 Main Street, Wakefield O’Donnell’s Pub – 1048 Main Street, Randolph Edible Arrangements – 613 East Broadway, South Boston Phillips’ Old Colony House – 818 Morrissey Blvd., Dorchester El Sarape – 5 Commercial Street, Braintree Slade’s – 958 Tremont Street, Boston Elizabeth Grady – 1860 Centre Street, West Roxbury Solera – 12 Corinth Street, Roslindale Esprit Du Vin – 25 Central Avenue, Milton Stephen Leigh Jewelers – 1415 Hancock Street, Quincy Fancy Salon – 640 Gallivan Boulevard, Dorchester Suzie Cue Productions – 21 Bay View Avenue, Quincy Firefly – 130 Dartmouth Street, Boston The Playwright – 658 East Broadway, South Boston 6 ❖ BOSTON UNION TEACHER ❖ May, 2008 Celebrating Paraprofessionals AFT-MA/BTU 22nd Annual Para Conference By Debbi Brown and Joan Forcucci

I t was a rainy, dreary day for the twenty-second annual AFT-MA/ BTU Statewide Paraprofessional Conference held at the BTU on April 5, 2008. That did not dampen the spirits of the paras, especially those paras from around the State who had to travel to get here. We had paras from New Bedford and Fall River, Medway, Lowell and Peabody. With the paraprofessionals from Boston, the count was a good 150 to 160 attendees. Our first guest speaker of the day was Dr. Carol Johnson, Super- intendent of the Boston Public Schools. This was a first for the paras – for a Superintendent to respect us by attending our conference. We were thrilled. Dr. Johnson started out by saying she heard it was BTU Paraprofes- sional Field Rep. Jenna Fitzgerald’s birthday so why didn’t we wish her a happy birthday with a song. Everyone joined in and gave a loud rendition of Happy Birthday, a great way to start a great conference. We all settled down to listen to Dr. Johnson as she spoke of how important paras are and what a good job they do as team workers. She also mentioned the budget problems and how Mayor Menino was kind enough to help us out. The talk then went to possible lay-offs, but she did state that she was not looking to lay off teachers and paraprofes- sionals at this time – maybe some school closings but hopefully not right now. We understand times are tough everywhere. Next there was another time out for the Paraprofessional Council to present Jenna with a gigantic basket of flowers for her birthday, while Richard Stutman followed with a beautiful bouquet from the BTU staff. Before Jenna had a chance to catch her breath with all her “thank you, thank you, thank yous, I can’t believe this!,” a table bearing a magnificent birthday cake was rolled out to the front of the hall. Another song while Jenna blew out the candles. The cake, she was told, would be served with lunch. Jenna took some time and proudly presented a framed award and gave tribute to a worthy para, Carolyn Earl, of the Gardner School. Carolyn had performed the Heimlich maneuver on a student, thereby saving them from choking to death. She also conducted herself very competently with a student who had a seizure. We are honored to count Carolyn Earl as our colleague and friend. Back to the business of the conference. Richard Stutman, President of the BTU, was our next speaker. Richard gave a warm welcome to all and especially to all our visitors from around the State. He then introduced Tom Gosnell, President of the AFT Massachusetts. Tom entertained the group with his array of hats, which he brought to give the group an opportunity to vote as to which of the hats they did or didn’t like. Then he indicated his AFT Massachusetts President beard, which he loves, but he did not get the same reaction from Tom Gosnell addresses the the audience. Nevertheless he did wow them with his Red Sox paraprofessionals at the 22nd joke that he tells every year, and every year they beg to hear it Annual AFT-MA/BTU Para again. Conference. Now the time had come for serious business. The first workshop of the day, introduced by Debbi Brown from the Sumner School, was Laura Davis, MEd., who was to present a Boston School Superintendent Dr. Carol Johnson (right) leads wonderful and informational workshop on Crisis Prevention. the paras in a rousing rendition of “Happy Birthday” to BTU Laura started out by telling the paras of her work in the Boston Para Field Rep. Jenna Fitzgerald. Public Schools for over 30 years in many capacities. We in Boston schools know her as a coordinator and specialist working with principals, teachers and paraprofessionals to create support and preventive systems for students with behavioral challenges. Some of the themes of her workshop were: •Co-Team model including roles and responsibilities. •Redirecting students and setting limits with students that they understand. •Building relationships, and fostering self-es- teem. •Getting to know your student so you under- stand what learning style is best for his/her strengths. • Should you use verbal, visual, hands-on? This is just one little part of what you go through with the student. Laura Davis left us with a beautiful thought to pon- der, “ Kids don’t care how much you know – until they know how much you care.” We were left with so many thoughts, rules and procedures it was overwhelming. We would have enjoyed having another hour or BTU Para Field Rep. Jenna Fitzgerald (left) and BTU President Richard two just to listen to Laura and her Stutman (right) present an award to Gardner School para Carolyn Earl for understanding of the kids and their her quick actions in administering the Heimlich Maneuver to a student problems. We had to move on, but who was choking. the vote was powerful to continue on at another time. Of course there is always next year! The next workshop, “Discover The Possible,” by Patrick J. Brady, a certified hypnotherapist, was introduced by Lisa Kelley from the Holland School. Patrick was to do a workshop on stress reduction, which AFT Massachusetts’ Ed Doherty of course we all need and appreciate. greets Boston School During his lecture, he said that he would hypnotize the participants and show hypnosis techniques that include visualization Superintendent to the 22nd and guided imagery to reduce stress and anxiety. We were fascinated by his stories and little moves that had some people very Annual AFT-MA/BTU Para Conference. (continued on page 12) BOSTON UNION TEACHER ❖ May, 2008 ❖ 7 Commentary: Charles R. Johnson The War his is moving into the sixth year of Social Security and more importantly few mainstream newspersons that high- been quiet on the the “war.” It is the most impersonal strengthened education. The war has light the human cost of this war. The war. When ques- Twar of my lifetime. We have sent caused the devaluation of our dollar, and question should be asked, why are not tioned, we want battalions of our brave young people to raised the cost of everything from our more news program giving names to the to support the fight in a country that is bludgeoning fuels to our food. If anyone thinks they are fallen? troops, but want them with its weather and terrain. Most of insulated from this national depletion of A few weeks ago, we had students to see an end to us are wondering why we are pouring our our economy, they certainly have no need approach us at a union meeting about the conflict. My youth into a battle that has been misman- for the preceding. supporting civic in the high school cur- hope in the com- Charles R. Johnson aged and engaged upon by a single per- This year, we have an opportunity to riculum. How important is this when they ing months is son, our president. save the maiming and death of our young will be the very people to next be asked to that the voters expel those that want to Please, do not think that he single- men and women. The choice of the leader fight for their country. It is refreshing that pour more of our most precious entity, handedly engaged us in this hideous en- of our country is going to be essential to they see the need to know how their our youth into a five year old campaign. deavor. Your representatives and mine the direction of our military. This leader government should work for them. They How will we as teachers continue to build abdicated their responsibilities to protect will have to reel in the use of our National are proactive and want the curriculum to the country we live in with such a deple- us. They voted in support of this cam- Guard and the over extension of the re- reflect their needs. These students make tion of our best? Daily, we work to build paign without the follow through that the serve. Our interest will have to take a me realize the need for our citizens to the citizenry, let us not allow the waste of law requires. I hold all of the elected careful look at the care and reintroduc- have a civic refresher. more young lives! representatives at fault. We have let them tion of our veterans to society. The real Our federal government has not been (Charles R. Johnson is a teacher at off the hook! impact of this war has had a human toll challenged by our citizenry. We have Madison Park High School.) This is now not a war, but a “police” act. that has not been calculated. It is not Our young men and women are being going to be a foregone conclusion when used. They are put in an untenable posi- we eventually terminate our involvement Carl Chew’s statement regarding his act of civil disobedience… tion. If we were at war, they would be that the unforeseen consequences be- (continued from page 3) destroying property and vanquishing the come a reality. allowed to take part in graduation ceremonies and celebrations – the enemy. Instead, our men and women are There are a number of families in the culminating reward for 13 years of public school attendance and achieve- trying to employ their efforts to build teaching fraternity that are deeply invested ment – with friends and families. friendships and “nation” building. in the war. They have sons and daughters The WASL is bad for schools. We the public, have seen a search for in the armed forces. We have neighbors Even in the best of times purse strings are rarely opened adequately to public weapons of mass destruction, the build- that are in the reserve who have been education. Where a private school needs to charge $20,000-$30,000 to educate a ing of a free Iraq, and now a “police action” called to duty. This war has drawn even child well, public schools are given a third or less of that for each student. Simply, to help them secure and run their coun- our students into the fray. We as educa- schools are strapped for cash, many of them struggling each year to fund their try. Let me tell you the real picture. We tors, have a duty to teach our students to needs with an ever shrinking pot of money. invaded a country with the thought of an extrapolate cause and effect from the •While schools are generally underfunded, Washington will spend a pro- easy victory (not so Colin Powell). We newspapers and television broadcast. This jected $56 million in 2009 to have a private corporation grade WASL tests. were told that we must restore order, and war has a lot to do with our short coming These tax dollars are needed right in our schools providing more teachers, now we must not leave for the fear of in the political system and the need to smaller classes, tutors, and diverse educational experiences for our stu- losing face. The reality is the loss of four advocate change. dents. thousand young vibrant fighting men and As I write this the President has pushed •While the federal government requires that school districts use high stakes women and the untold broken bodies and for a higher deployment of soldiers to testing to qualify for federal dollars, tests are not fully funded by the federal minds of the survivors of this private war. quell the violence and support an anemic government. We own a war that has caused us to make government. We as a nation continue to • WASL is one of the most difficult tests used to fulfill the federal require- no sacrifices (not those families of our pour tomorrow’s resources into a country ments, with one of the highest failure rates. fighting men and women). The arrogant that seems to move further from solidifi- • Instead of safe, exciting, and meaningful places for our children to spend Vice President, Dick Cheney, recently cation. Our soldiers will come back to a half of their waking hours, schools have become WASL or test mills bent on dismissed a challenge to the war as if it country empty of resources necessary for churning out students who are trained to answer state-approved questions was merely an imposition. This show of them to earn a living. How come this in a state-approved manner. total ambivalence is intolerable. obsession to win looks markedly like Viet- The WASL is just bad. The toll on the country is immeasur- nam? •Most, if not all, teachers will agree that assessment is vital. Wise teachers able. Each tax-paying citizen is being ham- You have to admit, the daily drone of know that assessments which are also learning experiences for students mered by this war. The money spent the number of Americans killed has jaded and teachers are the best. The WASL categorically is not a learning could have repaired our roads, supported our senses much in the same way the experience. nightly news of Vietnam fatalities did in •I believe that individual students are entitled to their own learning plans, the past. It is going to take the same tailored to their own needs, strengths, and interests. Teachers know it is Is National foresight and strength to get our men definitely possible to do this in the context of a public school. The WASL BoardIs National Board and women out. This nation has always categorically treats all children alike and requires that they each fit into the Certification been the leader in fighting for fairness. same precise mold, and state-mandated learning plans based on WASL Certificationfor you? We are not the police of the world! How scores fail to recognize individual strengths of students. can we ask our citizens to continually •Passing the WASL does not guarantee success in college, placement in a overrule the constitution? How do you Spring into job, a living wage, or adequate health care. prove to the populous that this is in our thoughts about • WASL will decrease the high school graduation rate. Thousands of students sovereign interest? We have now gotten NBPTS this professional who have completed all other requirements and passed all required classes opportunity. ourselves in an insane situation with no will be denied diplomas because of WASL failure. Outreach perceptible vision of an end! •High-stakes testing has not proven beneficial to students, teachers, schools, Monday, May 7 George Stephanopoulos is one of or communities. In the real lives of students, teachers, and parents the BTU 4-6 pm CLD/BTU the few that weekly announces the WASL is an ongoing disaster. Candidate Support [email protected] names and state of origin on his weekly •When I was a teacher at Graham Hill Elementary in Seattle, a number of my show of fallen soldiers. He is one of the students received their WASL scores to find that they had “failed”. When I looked at the notices being sent to their parents I saw that each student had come to within just a few points of actually passing and that their scores were The Professional Issues Committee of the well within the grey area, or “margin of error,” for the test. The “test scientists” aren’t sure whether the student passed or failed, yet the school Boston Teachers Union wants to hear from you! tells the student he or she failed. These students cried when they saw the If you were on the elevator with the Superintendent… results. Imagine you had 30 seconds of the superintendent’s undivided attention – an •When I first started teaching, Graham Hill could afford Americorps tutors, opportunity to offer her your thoughts on the direction, policies, day to day numerous classroom aides, and had money for fieldtrip buses and ample reality of working in the Boston Public Schools. What would you say? What supplies. By the time I stopped teaching there, Americorps was gone, there suggestions would you make? were no classroom aides except for parent volunteers, and everything else Please submit your version of “30 seconds in the elevator with the Superinten- was in short supply. dent” to [email protected]. An edited compilation of all responses will be •Teaching and testing during my last year at Graham Hill was challenging. published in the June edition of the Boston Union Teacher and forwarded to the I was on my own in a room with 29 students, 10% did not speak English, 50 Superintendent. % of them spoke another language at home, several of them were homeless, This effort to provide an opportunity for BTU members to voice their thoughts and many of them had severe emotional challenges due to parental pre-natal and opinions regarding issues in the BPS is brought to you by the newly formed drug use, violence, and abuse. BTU Professional Issues Committee. The goal of the committee is increase the •No one ever asked me or any of the teachers I know whether high stakes membership’s role and input in terms of BPS policy development, as well as testing was a good idea. In fact, we teachers are made to jump through increase opportunities for quality professional development and collaboration seemingly endless hoops to prove our worthiness to be professional, with community efforts in support of the children we serve. Stay tuned to the E- certificated educators. Public school teachers are responsible for the Bulletin for more information! educational lives of over a million students in Washington State, yet, in the end, no one actually wants to listen to what teachers have to say about what 8 ❖ BOSTON UNION TEACHER ❖ May, 2008 is best for the students in our care. Book Review: Betsy Drinan A Decade of Urban Reform – Persistence and Progress in the Boston Public Schools, edited by S. Paul Reville with Celine Goggins t was with great interest that I read A sion making authority and control at Court authors of this chapter on Human Re- Escaping from Old Ideas, the chapter Decade of Urban School Reform – Per- Street was still largely concentrated in sources, suggest that, “The difficulty with on special education, was co-authored by

sistence and Progress in the Boston the hands of a few white men.1234567890123456789012345678901212345 There these approaches is that they Ellen Guiney, Mary Ann Cohen and 1234567890123456789012345678901212345 I 1234567890123456789012345678901212345 1234567890123456789012345678901212345

Public School, edited by S. Paul Reville was also a perception that 1234567890123456789012345678901212345focus on the teachers as com- Erika Moldow from the Boston Plan for

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1234567890123456789012345678901212345 with Having spent many decision making was largely 1234567890123456789012345678901212345modities who bring skills and Excellence. Currently BPS is allocating Celine Goggins. 1234567890123456789012345678901212345

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1234567890123456789012345678901212345 past decade’s progression of BPS policy dant partnerships with ex- 1234567890123456789012345678901212345fundamental problem – that million of the allocated $185 million going

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1234567890123456789012345678901212345 turing told from a more global perspec- was a sense that the city elite’s 1234567890123456789012345678901212345port good teachers as they pliance costs. Many of our special educa- 1234567890123456789012345678901212345

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1234567890123456789012345678901212345 tive than my classroom. I mean, what – business, political and uni- 1234567890123456789012345678901212345try to do good work. Rather, tion students are students with learning

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1234567890123456789012345678901212345 past ten years anyway? access to decision making than1234567890123456789012345678901212345 are undermined by passive, ties. The authors identified reasons why 1234567890123456789012345678901212345

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This book grew out of a strong desire, the more grass root, commu-1234567890123456789012345678901212345 erratic, or autocratic prin- many of these students end up in special

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1234567890123456789012345678901212345 1234567890123456789012345678901212345 education including the discrepancy stan- as Dr. Thomas Payzant was retiring nity based organizations. An-1234567890123456789012345678901212345 cipals, inadequate re-

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1234567890123456789012345678901212345 after his unusually long 11-year tenure as other major concern is that,1234567890123456789012345678901212345 sources, weak infrastruc- dard between intelligence and perfor- 1234567890123456789012345678901212345 superintendent of the Boston Public while progress has been made,1234567890123456789012345678901212345ture, and poor relationships with mance long sanctioned as a determinant Schools, to evaluate the accomplishments Court Street is still largely ‘siloed’ with the communities they serve.” (p.130) of disability, the absence of clear school- of the Payzant era as well as help set the little sharing of information or coordina- Barbara Neufeld, president and wide behavior management systems, and new agenda for the incoming superinten- tion from department to department. founder of Education Matters, an organi- perceptions by teachers and principals dent. Initiated by the Rennie Center for The chapter on Leadership Develop- zation that conducts educational research that there are students who they are not Educational Research and Policy, an in- ment was co-authored by Karen Mapp, and evaluation, wrote the chapter on In- able to reach but who are in need of some dependent think tank in Cambridge lecturer at Harvard Graduate School of structional Improvements. She describes sort of intervention. They particularly fo- whose director, Paul Reville, has re- Education and former interim BPS deputy the journey many of us are familiar with cused on the over-representation of black cently been appointed Secretary of Edu- superintendent for family and commu- from the development of the Essentials, males in L/AB classes and the poor out- cation in the Patrick administration, the nity engagement and Jennifer Suesse, to LASW sessions, CCL cycles, CCLM, comes of those classes. With an average study was funded in large part by the Bill research associate with the Harvard Pub- the decisions to adopt or not to adopt per pupil cost of $28,000 per student, in and Melinda Gates Foundation. Six chap- lic Education Leadership Project. They literacy programs, and the use of work- 2001, out of the 199 BPS students in Gr. 9 ters of the book were commissioned for outline major shift in terms of hiring prin- shop as an instructional strategy to the L/AB classes only 32 had graduated five presentation at a June 2006 conference on cipals from the ‘old days’ when would-be cohorts of 21st Century and Effective Prac- years later. Instituting early intervention the Payzant years and the last four chap- principals basically waited ‘in queue’ for tice Schools. She praises Payzant’s team programs in reading, creating secondary ters were added for publication purposes. the next available position and particu- for defining an explicit theory of action as level reading courses as well as expand- A study conducted by the Aspen and larly applauded the 2002 creation of the well as specific instructional interventions ing well designed and properly staffed Annenburg Institutes opens the book and School Leadership Initiative and its Prin- and supports which was in sharp contrast inclusion classrooms were some of their provides the overview. The many signifi- cipal Fellows program, nationally recog- to what had been BPS practice in earlier many recommendations. Inclusion was cant accomplishments of the Payzant era nized as a model of new principal leader- years. However, she is equally as strong discussed in depth with research find- are detailed including the steady improve- ship development. However, they chal- in her assessment that, “The strong foun- ings referenced that state “poorly imple- ment in MCAS scores, the development lenged the district with their assertion dation and the focus on instruction were mented inclusion can be as bad or worse of citywide learning standards, the adop- that the district has over focused on the not turned into strong school-based prac- than separate classrooms.” (p.213) tion of ‘workshop’ as the dominant ap- ‘what’ of instructional reform without pay- tices despite the supports the district had Tom Payzant himself, in collabora- proach to instruction, increased citywide ing enough attention to the ‘how’ of the in place.” (p.147) She critiques elements tion with Christopher Horan, wrote the curriculum coherence particularly in change. They detail deficiencies in terms of the move towards small learning com- final chapter. I was interested to learn that math, creation of MyBPS and the access of developing and nurturing leaders, munities in our high schools highlighting Dr. Payzant taught for two and a half to data it provides, identification and fo- among both teachers and administrators, the reality that the emphasis has really years before returning to Harvard to com- cus on the Essentials for Whole School with the managerial and personal skills to been on the restructuring, not on instruc- plete the Ed.D. Administrative Careers Improvement, creation of the Collabora- effectively implement the sought after tional improvement and that the elimina- Program. After graduation, he worked as tive Coaching and Learning model of pro- instructional reforms. “BPS lacks both tion of high school department chairs has administrative assistant to the superin- fessional development, pilot schools, the the systems and attitudes necessary to further weakened the focus on instruc- tendent of the New Orleans public schools high school renewal effort, over $100 ensure comprehensive and deliberate tion. Ms. Neufeld raises many excellent for two years before assuming his first million in private foundation support as leadership development across the orga- questions and includes six very specific superintendency at age 28 in Springfield, well as the strengthening of the Human nization.” (P.99) Investment in profes- recommendations. (continued on page 10) Resources department. The chapter on sional development opportunities for prin- Governance highlights the particular cipals and senior leadership declined over alignment of events whereby the switch the past decade in an environment where to an appointed School Committee in 1992, increasingly, professional development The Boston School Department as well as the long tenure of Mayor Tho- has been viewed as an individual pursuit. and The Boston Teachers Union mas Menino and his strong support for Much of the leadership development that present public education contributed to Payzant’s did occur was outsourced, particularly longevity as superintendent thus allow- drawing on the strengths of Harvard Professional Leadership Projects Exposition ing for consistency in terms of imple- University’s programs. When: Thursday, June 5th, 2008 menting the Focus on Children agenda. Human Resources, under former di- Time: 4:00 pm – 6:00 pm The average stay nationwide for an urban rectors, Ray Shurtleff and Barbara Where: The Boston Teachers Union Hall superintendent is three years and clearly McGann, has seen major improvements Boston benefitted from Tom Payzant’s in terms of its policies and practices. There 180 Mt. Vernon Street many years with us. is still work to be done however, particu- Dorchester, MA However, the Aspen/Annenburg study larly in the area of new teacher retention. What is the Professional Leadership Project? highlights some challenge areas moving An analysis of data from the 2004-2005 The Boston School Department and Boston Teachers Union are in its second year forward. While BPS students are increas- school year indicated that 47% of BPS of a collaborative effort to provide professional leadership projects for members ingly scoring in the Needs Improvement teachers leave during their first three of the Boston Teachers Union. The goal is to create avenues of professional and thus the passing range on the MCAS, years. This is an incredible figure. In the growth for educators and school support staff by enabling them to take on this is far short of the proficiency required past there was no effective system to additional leadership responsibilities and develop new skills that will advance for success in this increasingly complex systemically collect data regarding why school improvement efforts. In addition to providing professional growth world and test scores seem to have stag- teachers are leaving or requesting trans- opportunities for BTU members, the work performed by these individuals will nated some. Four year graduation rates fers. The New Teacher Development Pro- positively impact student achievement in our schools. remain tragically low. There are issues of gram in concert with BPE have begun to equity across the district with significant address this issue. Nationwide, there are The Project Leaders from over 80 projects will showcase their yearlong work to disparities in terms of resources, staffing, many proposals designed to address the promote student growth in achieving success in their education. The projects expectations and equipment across issue of retaining high quality teachers in represent elementary, middle and high schools from across the city. schools. Concerns about equity extended low performing ‘hard to staff ‘ schools - Join us Thursday, June 5, 2008 at 4-6 at the BTU Hall to questions regarding enrollment in the key to improving student achievement. to view this exciting exposition of leadership work exam schools, the quality of instructional Many of the proposals focus on teachers programming for English Language - limiting voluntary transfers or providing by teachers in the Boston Public Schools. Learners and Special Education student financial incentives. However, Susan Please contact George Cox at [email protected] or call 617-635-8881. as well as the perception that real deci- Johnson and Morgaen Donaldson, the BOSTON UNION TEACHER ❖ May, 2008 ❖ 9 Why is Healthcare So Expensive? BTU Member Addresses Union Officials at North Shore Labor Council By Marjie Crosby more than $100 billion a year to and continues to increase each year. his is kind of a big topic for a short medical costs. Now these were too many big num- talk presented by a total non-ex- • Employers spend $100 billion deal- bers to absorb – pretty soon I found my Tpert. So to prepare for this talk I ing with insurance companies. mind drifting – asking questions and think- read many pages full of big numbers like: •Health care providers and hospitals ing about smaller numbers: • Insurance companies spend at least spend another $100 billion billing •Would my daughter have gone over 15% of their budgets on administra- and fighting with insurance compa- 4 years without a general physical tive costs. nies. with a primary care physician if •There are 4 times as many health • The average insurance company Chuck-E-Cheese or Claire’s in the care lobbyists in Washington as there CEO earns 8.75 million dollars per mall had provided her with health are members of Congress. year. insurance as a part time worker? •The medical insurance companies •And on top of these big numbers is •Would my neighbor have done bet- today collect almost one out of every another really big number - nearly ter with serious drug rehabilitation six dollars spent in America each 47 million Americans or 16% of the treatment early on if he was not part year. population were without health in- of an HMO that refused to pay for a • Insurance company overhead adds surance in 2005 and that number has hospitalization until several years later? Marjie Crosby •How much money is spent on the •Well multiply $1389 per capita across receptionist who takes my insurance the country and the number $400 information, calls the insurance com- billion spent each year on health pany to see how much of my carpal care bureaucracy is not so small. tunnel surgery is covered, and then •How many people in this room know passes all this on to another person one of the more than 1.3 million full who fills out paperwork to bill both time workers who has lost their me and the insurance company? health insurance in the last year •How much money is spent hiring a •Do any of you know one of the 8.7 clerk in central billing to put my million (or 11% of all children in the husband on hold while she confirms US) who is uninsured? his co-pay before allowing him to •Does anyone know one of the 15.3 come for a sick visit after he kept us million uninsured Hispanics? That both up all night coughing? number now includes Mario, who O.K., so those are just small amounts was recently fired from Andover of money or time – but how many other Medical Manufacturing Company people in this room, please raise your for filing a health and safety com- hands, have seen their own insurance plaint – how sick is that? dollars go to administrative costs that add •How about anyone who has a friend nothing to the actual medical care you who is one of the 37.7 million work- receive? (continued on page 11) An Enterprising Proposal: John J. Enright Let’s Take a Page From The Liberty Hotel he Liberty Hotel, formerly the Executive Board, we cannot let this op- has been restored they will most likely be been extremely rewarding for me as I am Charles Street Jail, is a recent en- portunity slip by us. It’s time we start escorted out of the building to face sure it is for them. Arthritis, a broken hip Tdeavor of MTM Luxury Lodging. marketing the dynamic situation we have charges. We refer to this as our bonus and a few injured backs from placing a Centrally located, it offers a spectacular package and we feel that it is en- broken air conditioner in my freshly river view along with a panoramic vista of tirely fair to offer no refund since cleaned parking spot are just a few of the downtown Boston and Cambridge. With the camper’s loss of time on site highlights that my campers have enjoyed. its close proximity to the Charles Street has been adequately compensated Judging from the popularity of working MBTA Station and Storrow Drive it pro- for by a free trip to the nearest vacations, the success of my own pro- vides its guests easy access to the area’s police station and excitement of gram, and the variety of ordeals and events most popular tourist destinations. The aver- obtaining legal counsel. that we can offer our guests I can’t see age cost for a night’s stay is around $425. We promise our guests that we how the “Teaching Experience” can be While these rates are competitive when will provide them with all the in- anything other than hottest new trend in compared with other hotels in that area, conveniences that we enjoy such the tourist industry. So, my fellow BTU they have risen considerably since the as inadequate lighting, poor venti- colleagues, jump on board and let the change in ownership. Previously, guests lation, lack of natural light, dirty marketing begin. What we see as our were allowed an extended stay which was right in front of us. Here is my proposal: classrooms, etc. and we will deliver! The daily routine others may consider a fan- free of charge. The former owners oper- For a fee of let’s say $500/day guests can trend towards this type of vacation has a tasy vacation and one they will be willing ated the facility with a B&B theme, pro- come into our schools and classrooms history of success. I personally have test to pay quite a lot for. So if they are willing viding their residents with three hot meals and teach our students. Included in this marketed my own version of it by offering to open up their wallets, then I am willing each day. The only prerequisite was a package will be a host of activities that the Florida retirees the opportunity of experi- to open my grade book and classroom history of running afoul with the law. guests will surely enjoy. For example, our encing a New England winter. I enjoy door. However, I can’t promise anyone a With restaurants such as Clink and campers will start their day circling their toasting them from the comfort of my bathroom key. Scampo (Italian for escape) and a bar host school looking for suitable parking. home as I watch them engage in the joys (John J. Enright is a teacher at the named Alibi, the present owners not only After that they will take home room atten- of snow removal. The experience has Madison Park High School.) champion the site’s history as a penal dance and responsibility for anyone who colony, they market it. As a result, busi- does not attend. From there they will be A Decade of Urban Reform… ness has been very good. Visitors choose accountable for any student that has not (continued from page 9) this hotel because they like the idea of elevated their reading at least two grade sleeping in the same place where others levels. These visitors will be expected to PA. Dr. Payzant’s comments on Labor as a true pioneer in public education, as who had made poor decisions have stayed. provide students with all the necessary Management Cooperation emphasized one of the districts where district officials The idea of taking something that was materials (i.e. pens, pencils, paper, note- his belief in the rights of public school teach- and union leadership come together as previously considered unpleasant and books, etc.). The package also includes a ers to engage in collective bargaining. professionals with unprecedented collabo- spinning it to the public as a hip, new public browbeating, a scarcity of curricu- However, he later qualified this posi- ration and innovation to focus on the experience is not a novel one. Recent lar materials, a paucity of administrative tion by stating that he feels that school improvement of student achievement.” trends indicate that many Americans en- support, and a severe blow to the nervous administrators, like principals, should be (P.267) I couldn’t agree more. It is only by joy spending their precious free time en- system. Campers will learn to shovel in removed from collective bargaining units fully involving the practitioners, the BTU gaged in what has become known as a their lunch in less than 15 minutes so that and that the state legislature should exert membership, in developing and imple- working vacation. For a tidy sum vaca- they can prepare themselves for any po- some measure of authority over teacher menting thoughtful, effective policy that tioners can experience the back breaking tential crisis that awaits them. A disclaimer unions to ensure flexible work rules the significant gains in student achieve- work on a dude ranch or labor on a con- shall be included that warns all guests which, in his view, would best meet the ment we all hope to see can be made. struction site. that their visit could end prematurely if needs of the students of Massachusetts. Early evidence indicates that our new Upon reflection, I feel that teachers in they decide to intervene in what appears Dr. Payzant concluded his remarks on superintendent, Dr. Carol Johnson, Boston are missing out on a lucrative to be an assault and battery in progress. this topic with the following, “Perhaps believes likewise. We hope so. chance to become a part of the tourist They will be advised that once the com- more than any other area, it is in collective (Betsy Drinan teaches at the Lila industry. Richard, Pat, members of the batants have been separated and order bargaining that I hope Boston can emerge Frederick Middle School.) 10 ❖ BOSTON UNION TEACHER ❖ May, 2008 Sick Schools? Taking Action on Air Quality and School Environmental Conditions nvironmental Safety and Health also succeeded in getting BPS compli- (EHS) includes everything from ance with the State law on pest manage- E indoor air quality and ventilation ment and switched cleaning products to to specific hazards such as: asbestos and “green” and safer ones in all schools. toxic school chemicals; outdoor pollution These efforts will only be successful, how- such as diesel exhaust; water, air, or soil ever, if teachers and parents are aware of contamination. EHS problems can cause the EHS policies and procedures and health effects such as headaches, sinus Principals – as the building managers – and respiratory problems, tightness of take them seriously. chest, hoarseness, eye, nose, throat irri- tation, rashes, allergies, chemical sensi- What is the annual tivities. Teachers and other school staff environmental inspection and are among the top three industry sector how can I get a copy? groups reporting work-related asthma to In 2002, BTU and the Boston Urban Massachusetts Department of Public Asthma Coalition won compliance with a Health. Studies have shown that working 1996 City Ordinance, written in response in a building with air quality problems to severe air quality problems at the that is not well maintained affects teach- Agassiz Elementary School, which re- ing and learning. So what is BPS doing to quired annual environmental inspection address these problems? of all schools. The Boston Public Health In 2006, the Massachusetts Coalition Commission developed a standard sur- for Occupational Safety and Health vey tool used on a hand held “palm pilot.” problems must be addressed by the school school improvement plan) is another av- (MassCOSH) and the Boston Urban The inspectors (BPS Environmental staff department such as fixing leaks, replac- enue for defining some goals and action Asthma Coalition (BUAC) released a re- or Health Commission staff) do a visual ing stained ceiling tiles or removing mold steps for school environmental conditions. port – Who’s sick at school: Linking poor check for leaks, visible signs of mold, where it is present. These reports are a Nothing, however, is as effective as the school conditions and health disparities for pests, dust, clutter and needed repairs. “snapshot” in time and do not always actual participation of school staff in get- Boston’s children. In a review of the school Basic air quality tests are taken in as capture all of the air quality problems ting involved in promoting these efforts. department’s annual environmental in- many places as possible for temperature, teachers experience. They can, however, A number of schools in Jamaica Plain spections, BUAC noted that inspections humidity, carbon dioxide (an indicator be a useful tool because they provide a have established an Environmental Com- of schools with high asthma rates had a for poor to acceptable air circulation) and record by which school staff can monitor mittee (EC). They have partnered with significant presence of environmental is- VOV levels (chemical vapors). Work or- the corrective actions. MassCOSH and the Boston Asthma Ini- sues. Overall, more than half of the Bos- ders for repairs are noted as needed. tiative to train and assist a school “Asthma ton schools reported signs of pests and The full environmental report is sent to What can teachers do to get a Leader” (AL). The AL coordinates an the majority of schools reported leaks or the Principal and the one page summary healthier school environment? Environmental Committee and connects water stains. is posted on the BPS website. Faculty and You need to have a mechanism for children and their families with asthma In order to keep the focus on improv- parents should read these reports and documenting and monitoring complaints education and other community re- ing building conditions, the BTU and find out what is being done to address any and conditions in your school. There are sources. Environmental Committees typi- BUAC helped form a city-wide Healthy of the problem areas noted on the report. a number of ways to begin to institution- cally include a community partner such Schools Task Force. The Task Force Some problems can be handled within alize environmental safety and health with as MassCOSH, a teacher, custodian, monitors the annual inspection reports in the school like limiting food in the class- the school structure. Some schools have nurse, parents and the principal or princi- order to improve response to building room to control pests or keeping books utilized their “Wellness” policy to incor- pal representative. BTU Building Reps. problems and to get BPS to prioritize and furniture from blocking the air vents porate a review of the annual environ- can be on the EC, but they are also key in repairs that affect health and safety. It has – typically located below windows. Other mental inspection. The WSIP (whole communicating information about envi- ronmental problems and the action steps Why is Healthcare So Expensive?… to the faculty. An EC conducts its own (continued from page 10) building survey, including teacher health symptoms and develops an action plan ers uninsured because small busi- But wait a minute… reasonable profits on a product they with the school department. nesses can’t afford to provide health •According to the National Institute developed – this is a form of geno- Another effective way to improve health insurance or workers can’t afford for Health, the five highest selling cide particularly in Africa where and the environment is to know the re- the premiums? drugs in 1995 were the product of 17 medicine has been denied to mil- quirements of the Integrated Pest Man- •And who ultimately ends up with the scientific papers. And guess what – lions of people. agement law. It was created to limit use $170 billion dollar bill each year paid 16 of these came from outside the •Our government under Reagan, and exposure to harmful pesticides. Each for medical care for the uninsured – pharmaceutical industry. The phar- Clinton and Bush has protected a school is required to have an IPM Coordi- often for expensive emergency room maceutical industry only contributed system of “Global medical apart- nator and a plan for pest control that visits and hospitalizations that could research and development capital to heid.” includes a walkthrough to identify the have been avoided with earlier rou- one study! We must and we can do better for leaks, cracks and clutter that allow pests tine care? Anyone who pays taxes • The Boston Globe reports that of the ourselves in this room, for our children to thrive. Each school must have an IPM can raise their hands on this one. best selling drugs approved from and truly for people all over the world. log in the front office to document pest So part of the answer to the opening 1992-1997, 45 had received govern- How about we start by retraining those sightings and to keep a record of repairs question “Why is healthcare so expen- ment funding. 88,000 drug company sales reps to fill or treatments made by the pest control sive” rests with the utter inefficiency, out- • In 1998, the Journal of Health Affairs the large need for primary care provid- contractor. Find out who your school’s rageous salaries for top executives, and reported that only 15% of the scien- ers? IPM coordinator is and make sure that all drive for high profits of the fragmented tific articles underpinning patent ap- (Submitted by Marjie Crosby, Occupa- staff knows that you must use the IPM to insurance industry. But that’s only part of plications for clinical medicines came tional Therapist in East Boston. This speech document problems or BPS will not send the story – there’s also the huge pharma- from pharmaceutical industry re- was given as part of an educational presen- the pest contractor to your room or school. ceutical industry. More big numbers: search, while 54% came from univer- tation on health care at the April meeting For information and assistance address- •Drug maker profits are almost 20% - sities, 13% from government labs, of the North Shore Labor Council, to which ing School Environmental Safety and compared with 6.3% for all Fortune and the rest from other public and Marjie is an AFT-Massachusetts delegate. Health, contact: Tolle Graham, MassCOSH 500 companies. nonprofit institutions. Over 300 AFL-CIO labor councils held and Chair of the Boston Urban Asthma •Average CEO pay is 4.36 million • Sounds like our tax dollars at work similar meetings last month as part of a Coalition Healthy Schools Committee at dollars per year. again. national AFL-CIO campaign to reform 617-825-7233 x19. For web based resources •The cost of drugs in the U.S. is dra- •And speaking of patents – they really health care.) go to www.masscosh.org matically higher than in Canada drive up the cost of drugs – Advil for where national healthcare keeps example costs 48% more than CVS down costs. Lipitor, for example, is brand ibuprofen. 96% more expensive in the U.S. And who comes up with the laws and RTC Calendar of Events But of course we have to understand rules regulating patents? May 5 RTC Executive Board Meeting – 10:00 AM at BTU all the costs that the drug companies In 1995, patent rights received ex- May 13 “DAY ON THE HILL” – State House must shoulder – costs like: tended protection by the World Trade May 19 Springfield International Tattoo (day trip) • $11 billion dollars worth of free Organization, for a minimum of 20 years. June 3 Spring luncheon samples given in 2001 to doctors to As a result patent rights are better pro- June 9 RTC Executive Board Meeting – 10:20 AM at BTU promote their products. tected than the lives of over 6.4 million June 17 RTC Golf Tournament • Salaries for the 88,000 representa- people who died of AIDS by 1997 because July 5-9 Royal Nova Scotia Tattoo (Nova Scotia) trip tives who went around to the doctor’s they were denied access to drug cocktails September 17 Niagara Falls trip office to hand out these samples and available to those who could afford the September 20 Toronto trip other gifts. cost of $15,000 per patient per year for October 2 Mohegan Sun (daytrip) •And of course all that money on drugs that cost close to $200 to produce. (Compiled by Anne Broder, RTC Treasurer.) research and development. •This isn’t just companies making BOSTON UNION TEACHER ❖ May, 2008 ❖ 11 From Boston to Brazil and Back!

Thanks to a very generous anonymous gift, six Boston teachers, Amy Alvarez and Kari Percival (Boston Day and Evening Academy), Joy Bautista (Boston Arts Academy), Kathy Clunis (Mission Hill School), Cara Fenner (Excel High School), Aimee Gauthier (Boston Latin School) got to experience the trip of a lifetime, the Earthwatch expedition Conserving the Pantanal. The mission of Earthwatch Institute is to engage people worldwide in scientific field research and education and to promote the understanding and action necessary for a sustain- able environment. In mid-February, the six BPS teachers traveled to the Pantanal region of Brazil to partake in ecosystem monitoring studies. During their time in Brazil, the teachers participated in two main projects : Ecology and Conservation of Pantanal Otters under the tute- lage of Miguel Barroeta from the Federal Univer- sity of Rio de Janeiro and Amphibians and Reptiles of the Southern Pantanal with Ellen Wang from the Federal University of Mato Grosse do Sol and Dr. Mara Kieffer from the State University of Rio de Janeiro. During the ten-day study, the teachers experi- enced the scientific process first hand. State of the art instruments and current methodologies were used on the expeditions. The teachers used what they learned from the expedition and are now preparing lessons that will help raise their students’ awareness of environmental issues and concerns. To learn more about the Earthwatch Institute and how you can get involved, please visit www.earthwatch.org or call 1-800-776-0188. BTU members and other Earthwatch Institute scientists in the Pantanal. Article and photograph submitted by Aimee Gauthier, Boston Latin School. Celebrating Paraprofessionals AFT-MA/BTU 22nd Annual Para Conference (continued from page 7) nervous! Some wanted to know if they could be hypno- that Patrick was just the greatest. tized by looking in his eyes. His answer was NO, but that Next was the luncheon and the beautifully decorated he could have used that years ago to his advantage. One hall, with over one hundred prizes for all the participants, of our sign language interpreters had to stand quite near donated by the Paraprofessional Council. Mr. Brady in order to sign for her group from the Horace When the luncheon was over and everyone had re- Mann School. Mr. Brady suggested that we hug the ceived their prize, we then gave away the centerpieces, person on our left and then our right. He hugged and which consisted of an oversized martini glass filled with hugged the interpreter, which left her blushing so fire red colored beads and water with flashing ice cubes, for the she broke out in a sweat. The place went crazy. But a good celebration of all paraprofessionals. time was had by all. A wonderful time was had by all and next year will be Adrienne Washington and Patrick then hypnotized the whole audience to make even BIGGER AND BETTER, so don’t miss out when you Patricia O’Donnell them relax and relax they did. When it was over many get the notice. The Union office has received calls already questions were asked and answered, and they thought saying they can’t wait for next year. We will see you then!

BTU Para Field Rep. Jenna Fitzgerald says thank you for the rousing Birthday tribute.

Laura Davis presents a workshop on Crisis Prevention

The paraprofessionals share a laugh during the AFT-MA/BTU Para Conference.

12 ❖ BOSTON UNION TEACHER ❖ May, 2008