The BTU Descends on Chicago for the 80 th AFT Convention See below and pages 8, 9 & 10 for stories and more photos.

BTU President Richard Stutman and AFT Massachusetts President Thomas Gosnell congratulate newly retired AFT President Edward McElroy. BostonBostonUnion Teacher The Award-Winning Newspaper of the Boston Teachers Union AFT Local 66, AFL-CIO • Democracy in Education • Volume XL, Number 12 • July-August, 2008 BTU Presents 2008 Building Rep of the Year Awards AFT Convention 2008 in Chicago By Mary F. Glynn eventy delegates from the Bos- Ston Teachers Union joined a total delegation of 3,350 delegates repre- senting 551 AFT local affiliates na- tionwide in Chicago, Illinois the birth- place of the AFT. The AFT was founded in 1916 to represent the so- cial, economic and professional is- sues of teachers. The AFT currently has 1.4 million members represent- ★ BTU Elementary Field Rep. Michael ing teachers; paraprofessionals; McLaughlin presents the Elementary school-related personnel; local, state Building Rep of the Year Award to the and federal employees; higher edu- Agassiz School’s Nia Burke. cation faculty and staff; and nurses Secondary Building Reps of the Year and other health care professionals. Mary Dooner-Griffin (left) and Tarquinia In addition, there are more than Townsend (right), both of the Irving 170,000 retiree members. According Middle School, share a laugh with BTU to Nat LaCour, retired AFT Secre- Secondary Field Rep. Caren Carew. tary-Treasurer, “In the two years since (continued on page 8) BTU Awards 2008 ★ Scholarships See page 11 for award winners.

A Secondary Building Rep of the Year Award is presented to Connie Thibaut of Another Course to College by BTU Secondary Field Rep. Caren Carew.

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BTU Paraprofessional/Substi- ★ tute Field Rep. Jenna Fitzgerald presents the Paraprofessional of the Year Award to Lisa Kelley of the Holland School.

Chuck Hughes of the Horace Mann School receives a Paul Revere Bowl as an Elementary ★ Building Rep. of the Year Award winner. BTU President Richard Stutman welcomes guests to the Annual Building Representatives Awards Banquet as Field Reps. Jenna Fitzgerald, Caren Carew and Michael McLaughlin prepare the Paul Revere Bowls.

Survey Shows Differences Between Boston & State 2 Professional Leadership Project Expo 4 - 6

AL 66, AFT AL 66, ➤ ➤ We Remember Him When… 7

BOSTON TEACHERS TEACHERS UNION BOSTON LOC 180 Mount Vernon Street Vernon 180 Mount We Remember Him When… Massachusetts 02125 Boston, From the BTU President: Richard Stutman MassTells Surveys 40,000 Massachusetts Teachers, 2,000+ in Boston Working Conditions, Time on Task, Buildings and Resources Reveal Dramatic Differences Between Boston and State; Concern, But Little Surprise; Policy Makers and Stat-Geeks Have Much to Pour Over early 40,000 Massachusetts them. School leaders, we report, do a poor job of enforc- highlighted the differences in responses because they’re Npublic school teachers this ing rules of student conduct. noteworthy and offer a good snapshot of problems and spring responded to the first-ever It is important to keep a few things in mind as you situations that face Boston (urban) teachers in particu- systematic statewide survey detail- work your way through the survey answers below. The lar. ing issues and concerns affecting all below is a synopsis only – there’s no substitute for (Lastly, we bent a little from the 20% rule cited above. teachers. The survey queried teach- reading the entire survey. In the survey there are many If either group’s answer was either 1 or 2%, we avoided ers on hundreds of questions and points on which all teachers agree, and many of those mentioning it, as the sampling was too small. If an issues on a variety of topics, such as points are symptomatic of the problems all teachers answer was neutral (neither agree nor disagree) we teacher working conditions, use of face. For example, we didn’t list below the question didn’t mention it, even if the divergence exceeded 20%. school time, leadership, and quality (Q4.2 e.) that asked if teachers had any input into the And lastly, please keep on mind that statewide responses of professional development. More hiring of new teachers. The question wasn’t listed be- include Boston’s. Were Boston’s responses to be iso- than 2,000 Boston teachers answered Richard Stutman cause there was no statistical variance between Boston’s lated from the statewide data collected, the differences the survey giving a statistically-valid responses and the state’s. In fact, 70% of Massachusetts would be even more dramatic.) look at how our members assess our school environ- teachers, similar to the showing in Boston, say they have (Thank you to Adrienne Washington for typing the ment and all it entails in comparison to other Massachu- little or no input into the hiring of new teachers. We data.) setts teachers. The entire survey can be found at ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ www.masstells.org. For Boston’s code, type in 493589. Q2.1 Please rate how strongly you agree or disagree with Student behavior Individual school codes are found at http://www.btu.org/ the following statements about the use of time in Strongly agree your school. Boston 53% PDF_07.08/Access%20Codes.pdf. Statewide 41% The survey contained hundreds of questions, each Teachers have time available to collaborate with their collaborate with their colleagues. Required professional development with five levels of answers (Strongly agree… strongly Strongly disagree Strongly agree disagree, by and large). We sifted through all and Boston 20% Boston 31% examined responses where Boston Teachers’ answers Statewide 26% Statewide 21% differed by more than 20% from their state counter- Teachers have sufficient instructional time to meet the needs Required committee work of all students. Strongly agree parts. A 20% difference is significant; all such diver- Strongly disagree Boston 17% gences are listed below. Responses that don’t show Boston 22% Statewide 10% Statewide 17% that variance are not listed below but can be are found Q3.1 Please rate how strongly you agree or disagree with Teachers have sufficient instructional time to complete the the following statements about your school facilities in their entirety on the web page as mentioned above. curriculum for their subject(s) and/or grade. and resources. The survey is self-explanatory, and, unfortunately, Strongly disagree Boston 24% Teachers have sufficient access to appropriate instructional fairly predictable. Boston teachers report that we have Statewide 20% materials and resources. less time to collaborate with our colleagues and spend Strongly disagree Q2.9 Please rate how strongly you agree or disagree that Boston 21% too much time on required committee work and profes- the following factors significantly contribute to your Statewide 12% sional development. We have fewer resources and less overall workload. Teachers have sufficient access to instructional technology, control over what little we do have. Our buildings are not including computers, printers, software and internet access. Strongly disagree healthy and we have little professional space within Boston 26% Statewide 16%

Strongly agree Boston 14% BTU Phone Numbers SAVE THE DATE! Statewide 24% Teachers have access to reliable communication technology – including phones, faxes and email. Office ...... 617-288-2000 Strongly disagree The First BTU Boston 21% Taped Message .. 617-288-2463 Health & Welfare617-288-0500 Statewide 12%

AFT Massachusetts 617-423-3342 Function Office .. 617-288-3322 Membership Somewhat disagree Boston 27% Lounge Office .... 617-288-3322 Vision Center .... 617-288-5540 Meeting Statewide 19% Tremont Credit Union ...... 781-843-5626 Strongly agree Boston 14% of the Year Statewide 28%

Teachers have adequate professional space to work will be held productively. Strongly disagree Boston 22% Wednesday, Statewide 15% Strongly agree Boston September Boston 11% UnionTeacher Statewide 21% 10, 2008 Teachers and staff work in a school environment that is physically safe. Strongly disagree Published by the Boston Teachers Union AFT Local 66, AFL-CIO Boston 11% 4:00 pm Statewide 6% The Boston Union Teacher is published eleven times a year EDITORIAL NOTE: at the Somewhat disagree The opinions expressed in the Boston Boston 21% September - July, inclusive. Statewide 12% Union Teacher do not necessarily BTU Hall. Teachers and staff work in a school that is environmentally represent the views of the Boston healthy. President Teachers Union, or those of its members. Strongly disagree RICHARD F. STUTMAN Boston 22% WHEN WRITING: Statewide 15% Vice President All correspondence to the Boston Union Somewhat disagree PATRICK CONNOLLY Boston 31% Teacher must be typewritten and signed. Statewide 24% Secretary-Treasurer All articles must be appropriate to the EDWARD A. WELCH Strongly agree publication, and in good taste. Boston 9% Co-Editors Statewide 20% Letters to the Editor should be sent to MARY F. GLYNN Teachers and staff work in a school environment that is clean GARRET VIRCHICK [email protected]. and well maintained. Strongly disagree Editorial Board DEADLINE: Boston 19% Caren Carew The Deadline for submitting articles Statewide 11% Angela Cristiani for the October edition of the Boston Somewhat disagree Boston 28% Jenna Fitzgerald Union Teacher is September 10th. Statewide 20% Robert Jango All copy should be e-mailed to Strongly agree Michael J. Maguire [email protected] and Boston 12% Michael McLaughlin [email protected] Statewide 28% Eileen Weir This deadline will be strictly adhered to. Teachers have sufficient access to a broad range of profes- sional support (professional) personal. ❖ Strongly disagree 180 Mount Vernon Street Boston, MA 02125 Boston 17% 617-288-2000 ❖ 617-288-2463 ❖ Fax 617-288-0024 ❖ www.btu.org Statewide 9% (continued on page 13) 2 ❖ BOSTON UNION TEACHER ❖ July-August, 2008 The Thomas J. Kenny Elementary School Marching Band, led by As a teacher am I entitled to receive my music teacher Jerry Chu, fly the colors of the Boston Teachers Union student’s standardized testing results? st in the 2008 Dorchester Day Parade held on June 1 . Yes. The contract details; “Beginning in September 1997, and in each subsequent June, all classroom teachers shall be provided by the BPS with data indicating how their students compare on standardized achievement tests with similar students in similar classrooms Reflections of a Teacher throughout the school system, including relative gain data where possible.” By Kathy Robichaud I might say something like this. “I It continues by stating; “When the statewide assessment tests begin in the 4th, 8th, and 10th nother school year ends and think that’s a great idea that you are grades in English, math, history, and science, comparative data on these tests will also be A somehow I find time to reflect trying to find a job to help your family provided to teachers. Also, when the BPS develops criterion reference tests or other district on the success of the year. I consider make ends meet. My dad did that wide performance assessments, teachers will also be provided with comparative data. Where my dad and how he often influences when he was your age. He worked possible, this data will be provided on a pupil gain basis.” my teaching. around the same neighborhood you Of course there is always the other side to the coin in a labor management collective My Dad never taught a class full live in now on an ice truck.” bargaining agreement, better know as the contract when it elaborates; “Where students of students and he is not acquainted “A what truck?” They say. progress is consistently low, principals and administrators or their designees will discuss with lesson plans, overheads, or “We’ve never heard of an ice truck. personally, these test results with each of their teachers and work with these teachers to develop homework assignments. In fact he We keep our ice in the fridge!” appropriate strategies for improving student performance.” Make sure if your administrator hasn’t spent time in my class or any- Again I might say, “My dad fought points out this type of data to you that they also assist collaboratively in supporting you in one else’s since he left school long in the Korean War.” your efforts to maximize the students’ potential going forward. Document, document, ago to enter the work world. Yet his “We didn’t know that your dad document. strong spirit resonates in my class- was Korean!” They answer. The collective bargaining agreement also reminds us that, “Each school’s Whole School room time and time again. But my dad’s not Korean. He’s Improvement Plan shall include guidelines for assessing & improving the annual academic I often think how my father’s jour- from Boston. In fact he is true Bos- progress of all students.” Each school’s School Site Council & ILT have a hand in creating ney through childhood long ago is ton, born and bred and the oldest son and approving the WSIP. All members of the school community are to be included in this similar to that of my young male of an Irish immigrant. He’s in his late process and to be provided with a copy of said plan to familiarize themselves with the goals students today. Many of them live seventies now and still spry, fit, and and action plan for achieving same in the coming school year. Each goal has designated close to the neighborhood where he agile. He’s a “hands on” sort of guy. those members by category that will be responsible for carrying out these goals. Make grew up. So I find myself referring to He’s still full of energy and he likes to sure that these responsibilities are shared evenly and are not all loaded on the teaching him in conversations with them. (continued on page 6) staff alone. It takes a village to raise and educate a child. Together we can! When can a teacher collect What I Did For Love Unemployment Compensation? By Tracy Wagner A teacher is eligible for Unemployment Compensation when they have been laid off or ours worked per 2007-2008 school-year week: 67. have not been rehired by the school system. If a teacher has been issued a letter of H Hours worked per weekday this year, including my summer termination and has not been rehired as of the effective date of said termination, then they off: 10.46. are eligible for Unemployment benefits. People who have stated “I want to be a teacher so I can have When a terminated teacher is paid over the summer months due to being on a 26 summers off” and should stop saying it: 138. paycheck schedule, they are still able to collect Unemployment. These ‘summer pay- Students this year: 101. ments’ are based on a percentage of their pay that has been deducted from each paycheck Average students per class, 10th: 30; 9th: 19. throughout the school year added together to provide said teacher with ‘stretch’ Ethnicities represented per class: 11. payments over the summer based on work already done between September and June of Languages and income levels: 8 and 1. that academic year. Over-heated electric pencil sharpeners replaced during MCAS: 3. If a provisional teacher has been granted a letter of Reasonable Assurance (RA), they Staplers broken and boxes of markers purchased: 7 and 32. are NOT eligible to collect Unemployment because they have been reasonably assured Own money spent on classroom: $931.71. of a job in the upcoming academic year. If a provisional teacher has not been granted an Times thanked Gates Foundation for their reimbursements: 5. RA, and has received a termination letter from the BPS, they ARE eligible to collect (continued on page 6) Unemployment Compensation. If a teacher has been terminated due to just cause and has done so via a settlement agreement drawn up with the BPS Labor Relations Department, then they must refer to Letter to the Editor the terms of said settlement in relation to filing for Unemployment Compensation when applicable. To obtain more information, call the Massachusetts Division of Employment via the web www.detma.org/workers/howtofile.htm or by phone TeleClaims services at 1- Other Teachers Are My Only Peers, 877-626-6800 or 617-626-6800. Hours are Monday - Thursday 8:30 – 6:30; Friday 8:00 – 4:30. Administrators and Others Are Not What does COBRA mean? he subject of your (Garret heart of collaborating with peers. I T Virchick) piece, “The Dimen- am sure you aware of the new COBRA stands for the Consolidated Omnibus Reconciliation Act of 1985. It is the law sions of an Effective School System: administration’s play on common that requires employers who offer group health insurance plans to give their employees Reflecting on Practice and Collabo- planning time. No longer teacher led, the opportunity to stay on their group health insurance plan if they are no longer employed rating with Peers” (Boston Union administrators have stepped in with by the employer and the former employee isn’t eligible for health insurance coverage Teacher, May 2008), was collaborat- an agenda crafted by outsiders. Now through a spouse’s insurance. If a teacher is terminated from the BPS/City of Boston, they ing with peers. that needs some discussion. Unless will be mailed information about COBRA benefits. For further inquiries concerning That is a worthy topic, yet the teachers can focus and reach con- COBRA continuation of coverage, get in touch with the Health Benefits and Insurance article does little to explore it. You sensus on what common planning Office, Room 807, City Hall. Give them a call at 617-635-4570. talk of students, teachers and their time should look like it will never be The Boston Teachers Union Health & Welfare Fund which we negotiate to provide you union and administrators having any good. Your article does little to with dental, eye care/glasses, prepaid legal, and the like also has a COBRA benefits which equal voices? They are not my peers. sharpen that focus. are separate from your health care benefits. Please contact BTU Health & Welfare at 617- Other teachers are my only peers. 288-0500 for more details. – Timothy S. McKenna, Administrator’s job is to support the Parkway Academy of teachers and the learning of the stu- Where does a City of Boston Employee turn Technology and Health dents. We need bosses who do that when things seem unbearable? well. I agree that the loss of the City- Editor’s Note: It was the editor’s The City of Boston provides a ‘free and confidential’ program for its employees and their Wide Parents Council is unfortunate, feeling that when it comes to build- immediate families called the Employees Assistance Program (EAP). This service is but they are not my peers. Coaches ing an effective school system, the there to help said individuals with challenges they may be dealing with including are valuable, but unless they are still parties that are affected (students, substance abuse issues, job loss, depression, grief, being stressed out, and the like. in the classroom teaching kids they teachers, administrators, etc.) should To speak with an EAP clinician call 617-635-2200, Monday – Friday, 7:00 – 5:00. If in are not peers either. Education fund- all have an equal voice. It is also our crisis mode, call 617-635-4500 to page an EAP clinician who is on call. EAP will continue ing isn’t about reflection on practice feeling that if the school committee to work with affected individuals as long as necessary. and collaborating with peers. You collaborated with the union around move from random point to random funding issues we would be in a bet- point, fundamental rights, the rights ter position to demand the resources Know your rights! of the union, bad press, the hotel tax... necessary to build a better school I’m fighting for you, let’s stand up together! BTUnity! Common planning time is the system. BOSTON UNION TEACHER ❖ July-August, 2008 ❖ 3 Professional Leadership Project Exposition Shows Creativity n June 5th, teacher leaders from around the Boston Public Schools display their Oleadership projects at the 1st annual Professional Leadership Projects Exposition. The Boston Teachers Union wishes to thank all the teachers who worked hard to create the projects. Additional thanks goes to the Labor/Management committee that helped coordinate the projects and the event. Maritza Agrait, Beverly Williams, Garret Virchick from the Labor side of the committee and George Cox, Casel Walker, and Michelle Boyers from the Management side. – Garret Virchick

Photos by Garret Virchick

4 ❖ BOSTON UNION TEACHER ❖ July-August, 2008 See more from the Professional Leadership Project Exposition on next page

BOSTON UNION TEACHER ❖ July-August, 2008 ❖ 5 More from the Professional Leadership Project Exposition

Boston Union Teacher Honored for Contract Ratification Story rior to the AFT Convention in Chi- The Boston Union Teacher won Third Tips on How to Save Money on Pcago, the AFT Communications Place for Best News Story for Erik Berg’s Network presented their Journalism Con- article “Contract Ratified,” which appeared Fuel This Summer test Award Winners. in the April 2007 issue. Congratulations Erik! From the Automotive Teachers at Madison Park Technical Vocational High School Charles Johnson, Frank Laquidara, Mark Norton, What I Did For Love… Thomas Rafferty and Robert Sullivan (continued from page 3) 1. Slow Down 2. Use cruise control Times partner stated “you spend more money on stickers than you do on me”: 3. Refuel your vehicle in the morning 1. 4. Refuel when your tank is one-half empty Times filmed by nonprofit educational organizations: 2. 5. Refuel at the slow rate Copies of DVD’s promised: 2; received: 1. 6. Replace air filter regularly Times room 440 windows leaked: 24. 7. Lighten the load Number of formal mediations held about windows: 1. 8. Use the air conditioning when on the highway Number of inches of rain caught inside my room with a faux rain gauge: 2. 9. Make sure that your tires are aligned properly Pictures taken of me holding ruler and pointing to water touching the second 10. Ensure sufficient tread on your tires inch: 1. Number of follow-up attempts to get window fixed: calls: 11; emails: 4. Number of times window leak was fixed: 0. Reflections of a Teacher… Students on “Cookie Incentive Plan”: 6. (continued from page 3) Chocolate chip cookies baked this year: 1,024; batches: 85.33. Headaches avoided through cookie bribes: 105. keep moving just like so many of them. As my dad celebrates another birth- Amount of money owed for taxes, even though I’m an urban public school Although my students listen and try day, I want him to know that his promise teacher and how is that even possible: $838.00. hard to understand a Boston past and the is now their promise. I would like to Things sewn, book bags: 4; pants: 1; shirt cuffs: 2; fall jacket: 1. man as a child who once lived there, they remind him, how a man who fought Minutes in annual “If Teachers Can Dance, You Can Pass MCAS” dance: 4:05. are too new to their own Boston experi- through a tough Boston childhood that Writer’s Notebooks collected each week: 64. ence to relate so easily. They can’t envi- led to a successful life of work, family, and Minutes needed to grade/comment on each: 6. sion a place where people swam off Castle many friends became my rock and still is Minutes spent grading Writer’s Notebooks every week: 384. Island or Savin Hill before sunscreen, or and how he can be theirs too. I realize that 10th graders who copied JayZ lyrics and called them their own: 2. walked the streets of Dot. Ave. and his resilience permeates my classroom Field trips taken: 15. Uphams Corner before iPods. thoughts and conversations with my stu- 3 A.M.’s spent awake listening to 9th grade boys rustle candy bar wrappers I see how my dad’s journey through dents time and time again. when they were supposed to be sleeping: 4. childhood is now their journey with all of Another school year ends and my dad Number of times cried in front of students: 0. the urban obstacles they face. This in- will celebrate another summer birthday. Number of times cried in the women’s bathroom: 2. spires me day after day with my interac- I reminisce of how the past became the Number of stolen bus passes: 3. tions. present, now and then, in the classroom Number of class periods I promised students I would not mention the word I don’t think my dad knows how much of a Boston teacher. I relish how a dad “MCAS”: 4. of my success as a teacher in an urban became a beacon of hope for his daughter Number of overheads that had burning smells: 8. environment reflects back to him or how and her students in order to light the way Number of times it was all worth it: 285,936. much I connect to these young boys for some great kids who will one day be (Tracy Wagner is a teacher at Charlestown High School. She credits the through him. I realize that his adversity Boston’s promise too! following mentor text” as inspiration for this piece: “Subtotals” by Gregory Burnham then is their adversity now, and it helps (Kathy Robichaud is a teacher at the in the book “Flash Fiction.”) me understand. Edison School.) 6 ❖ BOSTON UNION TEACHER ❖ July-August, 2008 We Remember Him When…

Red Sox pitcher Manny Delcarmen in middle with his fifth grade teacher Steve Glickel (retired) and retired John F. Kennedy principal Don DeGrandis. Delcarmen was the invited guest speaker at the West Roxbury Court House Law Day celebration this past May. The celebration is the culmination of a program for Boston Public and Parochial school fifth graders organized by Chief Justice Margaret Coffey of the West Roxbury District Court and Attorney David Levy. Delcarmen in his talk urged the fifth graders to be careful who they associated with and respect their parents. He credited his parents for keeping him on the right track and giving him the advice and discipline he needed to be able to harness his talent and reach the major league level. Attorney Levy, who used to umpire in the Jamaica Plain Regan Youth League where Delcarmen played his Little League ball, invited both Glickel and Red Sox pitcher Manny Delcarmen at his fifth grade graduation at the John F. Kennedy School in DeGrandis to the event. Glickel was president of the Jamaica Plain in 1993 with his fifth grade Spanish bilingual teacher Steve Glickel (retired). Regan Youth League when Delcarmen was a player and DeGrandis still sponsors a team in the youth league. Book Review Keeping the Promise? The Debate Over Charter Schools By Garret Virchick to reform, and the push towards high schools. privatization of the public sector is unre- It is important to consider the separate Keeping the Promise? The Debate lenting. and unequal status of pilot schools. Much Over Charter Schools. Editors: Leigh In his article, French points out that of the rhetoric coming from publications Dingerson, Barbara Miner, Bob pilot schools were created “to provide like The Boston Globe and The Boston Peterson, and Stephanie Walters. models of educational excellence that help Foundation, not to mention French’s pi- Published by Rethinking Schools in to foster widespread educational reform lot school network, calling for an increase collaboration with The Center For in all Boston public schools.” In the 13 in the number of pilot schools does not Community Change. years in which they have been in exist- address this. French confuses the issue his is not a full book review. Although ence there has been little of this. Rather later in his article by saying that “pilot TI have read a couple of the articles in the pilot school network has become in high schools (that have an application this book, this review will focus on only essence a separate school system. process) serve a slightly higher percent- one article in the book. The article this A study done in 2002 by the Parthenon age of entering ninth graders with high like trust among partners, respect for review will center on is the one most Group compared incoming freshman at risk factors than do… pilot high schools those who work with students and new relevant to the teachers in Boston. It is an district high schools. The study counted (that use a lottery system for enrollment).” visions that provide maximum flexibility. article written by Dan French from the special needs students, English language Comparisons like the one done by the There are others that would say the trust Center for Collaborative Education en- learners, and students that had failed one Parthenon Group that compares pilot and respect are only due those who agree titled Boston’s Pilot Schools: An Alterna- or two core subjects in middle school. Not schools to district schools are ignored. with the pilot school powers. There are tive to Charter Schools. surprisingly exam school enrollment of French points to the “thin contract” more than a few examples of teachers I have started to write this article, or a these target populations ranged from 2% provision as the reason why pilot schools speaking their mind at pilot schools only similar one, more than a few times before. at Boston Latin up to 12% at the John D. have had success. This provision gives to be labeled as “not on the team” or “not I worked at a pilot school, Fenway High O’Bryant. The next six schools in the pilot schools charter-like autonomies over here for the kids” and then, in some School, for six years. I love and respect study were pilot schools with between budget, staffing, governance, curriculum/ cases, excessed from their buildings. many of the educators who work at 38% and 57% of their incoming ninth grad- assessment, and school calendar. Not Money and resources are a big issue. Fenway. I have struggled to write this ers in these subgroups. The non-pilot many would argue that autonomy over While I was at Fenway we were told that article because the issues are complex district high schools on the other hand budget and curriculum/assessment is not a full 25% of its budget comes from “soft and I do not want my critique seen as an had between 59% and 82% of these groups a good thing. On the contrary, the Boston money,” grants that are not necessarily attack on anyone who works at a pilot represented in their ninth grade classes. Teachers Union initiated Discovery renewed. French posits that it is the pilot school. But I do think as a Union we need The students in the two McKinley High Schools capture these autonomies with- schools “entrepreneurial spirit” and their to have this debate. The debate needs to Schools are 100% in these groups. Much out the loss of union protections around appeal to outside funders that contribute be respectful. But the debate needs to like magnet schools of an earlier era, staffing, governance and the school cal- to this success. Interestingly enough, the happen because public education contin- done away with because they were inher- endar (work day/year). publishers of the book express gratitude ues to be under attack, teacher unions ently unequal, pilot schools enroll a popu- But autonomy is a double edged sword. to George Soros’ Open Society Institute, continue to be targeted as impediments lation much different from other district Dan French, in his article, uses words (continued on page 11) BOSTON UNION TEACHER ❖ July-August, 2008 ❖ 7 The BTU Descends on Chicago for the 80 th AFT Convention

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we met in Boston, we have had unprecedented membership growth, and our political mobilization efforts have led to victories at the local, state and national levels.” Hence, the theme of the 2008 convention is Together, we are greater than one! At the opening convention session, retired AFT President Edward McElroy delivered his final address in which he said “Every AFT member… contributes to the success of our union. And when you join forces with your fellow members, the impact truly is greater than one!” On Sunday, July 13th, delegates elected a new slate of national officers. Randi Weingarten, former president of the United Federation of Teachers (UFT), was elected president of the AFT. Weingarten is a former social studies teacher and lawyer, known for her “tireless advocacy” for students and union workers. During her tenure as UFT President she negotiated a 43% increase in educators’ salaries that helped the recruitment and retention of qualified teachers in the New York City schools. In 2007, Weingarten organized 28,000 home child care workers into the AFT. Antonia Cortese was elected Secretary-Treasurer of the AFT. Cortese was a vice president of the New York State United Teachers before joining the staff of the AFT in 2004. Cortese was a fourth grade teacher and social worker. She serves as the AFT’s liaison to Special Olympics, the union’s designated charitable foundation. Loretta Johnson, a former paraprofessional in the Baltimore City Schools, was elected Executive Vice President. Johnson unionized paraprofessionals and became “a voice for working families” in Maryland. Johnson vowed to work together with Weingarten and Cortese and “never waver in our commitment to AFT Secretary-Treasurer our public schools… and our labor movement.” Nat LaCour with BTU Secondary Thirty-nine delegates were elected as AFT vice presidents. Ten of whom were elected as first time Field Rep. Caren Carew at the officers. Edward Doherty, Special Assistant to the AFTMA President and BTU delegate was re-elected AFT Convention in Chicago. for his sixth term as a vice president of the AFT. (Doherty was the seventh highest vote getter.) Doherty is a former English teacher in the Boston Public Schools. He served as BTU Secondary Field Representative for four years and that as BTU Vice President for 4 years before serving as BTU President for 20 years. Doherty has a reputation as a forward thinking unionist. He introduced a number of progressive initia- tives into collective bargaining contracts during his tenure as president. He sought the assistance of a team of mediators from the Harvard Negotiating Program to change the adversarial role of both the union and management to one of collaboration. Mediation as a step in the grievance process was established in subsequent BTU collective bargaining agreements. The Boston Teachers Union is proud to have a member elected to a national office. Because of Doherty’s efforts we are recognized as a force on the AFT.

ew York Senator Hillary Clinton received a warm Nreception as she was introduced to the delegates at the Saturday morning session. Clinton, the AFT’s endorsed candi- date in the Democratic primaries spoke graciously of the thou- sands of AFT members who volunteered hours at phone banks and canvassing neighborhoods during her campaign for the democratic presidency seat. Clinton credited her teachers for inspiring her and giving her the knowledge to exceed the expectations of a girl growing up in the 1950’s. Clinton urged the Alison Doherty-Lacasse, Donna Adame and delegates to vote for Illinois Senator Barack Obama as the Lisa MacGeorge applaud outgoing AFT next president of the United States. “If we make the right President Edward McElroy for his years of decision in November, we will be on the right track… Let’s get service to the AFT. to work. Let’s do everything we can to make this election the watershed it deserves to be.” On Sunday, delegates overwhelmingly endorsed Illinois Senator Barack Obama as the presidential candidate. After the endorsement Obama delivered a live satellite address to the delegates. He spoke of his vision “to lead a new era of mutual responsibility in education, where we all come together – par- ents and educators, the AFT, leaders in Washington, citizens all across America-united for the sake of our children’s success.” He vowed to develop a new approach to public education based on adequate resources and respect for the professionals who work in the public schools. Throughout the convention, a number of resolutions initiated a lively debate on the floor. Resolutions were passed to promote a new direction for the No Child Left Behind Act; to end the current U.S. Policy on Permanent and ‘Preemptive’ War; to oppose U.S. expansion of the war in Iran; to address the health- care workforce crisis; for Medicaid reimbursement for special education services; to support Medicare prescription drug reim- bursement for public employees; to support public employee collective bargaining rights; to support the Employee Free Choice Act; to strengthen social security; to pass the 21st Century Green High-Performing Public Schools Facilities Act; and to pass a National Entitlement to Paid Family and Parental Leave. A good deal of business was accomplished during the conven- tion and a lot of fun was had touring Chicago. Delegates left feeling inspired and reinvigorated to continue to advocate for better public schools for all children, to fight for better benefits Alice Yong and Michael Crain participate in the AFT and conditions for all workers and their families, and to make Elections Committee Meeting. America a better country! 8 ❖ BOSTON UNION TEACHER ❖ July-August, 2008 BTU delegates welcome Senator Hillary Clinton.

Newly-elected AFT President Randi Weingarten.

Senator Hillary Clinton greets AFT delegates after her address.

Delegates Donna Adame, Regina Folger, Patricia Armstrong and Edward Doherty rally to endorse Illinois Senator Barack Obama for President of the United States.

Photos by Mary F. Glynn

James “Timo” Philip, Carla Johnson, Charles Johnson and Emily McNeil attend the AFT Black Caucus Luncheon.

Kristen Pinto serves as AFT Sergeant-at-Arms. BOSTON UNION TEACHER ❖ July-August, 2008 ❖ 9 Diary of a First-Time AFT Convention Delegate By John Allocca necessary action. Of course, very nicely tailored black suit ordered the efore I say anything else, I want to this last word – “action” – at the sergeants at arms that all microphones Bextend my deepest gratitude to all local, state and national levels were to be turned off until the conclusion my BTU sisters and brothers who made is the key to making all of these of the indoor “rally”. In the face of this it possible for me to participate in the positive statements of opinion silencing of the membership, many of us biennial convention of the American Fed- a reality. started to chant from the floor to urge the eration of Teachers. After sixteen years of Beyond relating to my BTU leadership to continue with the original teaching, ten years as a building rep and sisters and brothers some of planned outdoor rally and to show our many more years as a labor and social the results of the organizing willingness to brave the elements in sup- justice activist, it was truly an honor to by the Peace and Justice Cau- port of the Resurrection workers – there participate in the deliberations that – at cus and by other activists was no actual rain, thunder or lightning at least theoretically – determine the direc- within the AFT before and at the time of the rally cancellation – many tion of our national union. I must also the convention, I also would AFT delegates and visitors opened their premise my other remarks by asserting like to share some of my umbrellas as a spontaneous visual state- the two points that clearly state my vision thoughts on the convention as ment that we weren’t going to let a little for the direction of our union at the local, a whole. On a positive note, the bad weather stop us from going to the state and national levels: opportunity to meet and inter- streets of Chicago to support our sisters • The BTU/AFT Massachusetts/AFT act with other AFT members and brothers in their time of need. Our need to be integral parts of the larger representing many different pleas went unanswered and we heard labor movement First-Time AFT Convention Delegate geographical areas and diverse more questionable explanations from the • The BTU/AFT Massachusetts/AFT John Allocca workplaces was very inspira- podium the following day as to why the need to be integral parts of the larger tional and gave me a clear sense rally was cancelled, but on the positive movement for social justice • 140,687 Scholarships for University that we in the BTU are fortunate to be a side, the leadership did respond favor- I will return to these points later in this Students for One Year OR part of a much larger organization, that at ably to delegate Allen Fabricant’s (Lo- article. • 4,689 Affordable Housing Units OR its best, organizes 1.4 million working cal 2334, Professional Staff Congress-City Upon entering the recently held con- • 506,189 Children with Health Care people throughout the country to fight for University of New York) proposal that vention in Chicago, I fully intended to for One Year OR its members and for the communities the AFT at least take some concrete ac- observe, listen and learn from others with • 161,471 Head Start Places for Chil- that we serve. Furthermore, I really en- tion in support of the Resurrection work- more experience, but also to be an active dren for One Year OR joyed the opportunity to hear diverse ers; a collection was held to help fired participant. With that in mind, I not only • 19,315 Elementary School Teachers points of view and actively engage in worker Emma Escobedo and signa- participated actively in the general ses- for One Year discussions on important issues, espe- tures were gathered on a petition to be sions and committee meetings of the con- I cite these statistics to emphasize the cially on the International Relations Com- presented to the Resurrection manage- vention, but also in the AFT Peace and importance of the ongoing work of the mittee, which was generally a model of ment, but many of us still wonder why the Justice Caucus, which was formally es- AFT Peace and Justice Caucus, which democratic debate. rally was cancelled. A single rally in Bos- tablished at the 2006 AFT convention in helped to pass a resolution at the 2006 On the other hand, there some aspects ton, Chicago or anywhere else doesn’t Boston. Even after five years of war in Convention by which the AFT formally of my first convention experience that win a struggle for justice, but it can be a Iraq and seven years of war in Afghani- added itself to the list of many other many really left me with a bad taste in my powerful visual statement that shows stan – as well as the distinct possibility other union locals, central labor councils, mouth. First of all, although delegates those leading the struggle that they are that George W. Bush and Co. will also state federations and internationals received an enthusiastic invitation in the not alone and shows both the offending unleash an unprovoked war on Iran – around the country – as well as the na- mail from AFT headquarters a week be- management/other oppressive author- some may still ask the question: what do tional AFL-CIO – in voicing its opposition fore the convention to participate in a rally ity and the general public that the work- the wars have to do with the union and as to the war in Iraq. But at the 2008 conven- in support of workers at the Resurrection ers/other oppressed people in struggle a BTU member and convention delegate, tion, the Peace and Justice Caucus took Hospital chain in Chicago at the close of have powerful allies who are willing to why should I or anyone else care so much the step of trying to push our national the general convention session on Satur- express their solidarity not only with about this issue? leadership to actually take some action to day, July 12 (it actually was part of the words, but with action. First of all, 85,966 – 93,778 Iraqi civil- stop the bloodshed and profiteering in official agenda for the convention), out- There are other issues about the con- ians have been killed as of July 16, 2008 as Iraq. Although we were unsuccessful in going President Edward McElroy tent and conduct of the convention that a direct result of the unprovoked U.S. getting the national AFT to join USLAW abruptly announced that the rally in sup- point to a lack of real democracy and invasion of Iraq in 2003 and ongoing mili- (United States Labor Against the War, port of the workers, which was supposed transparency, lack of commitment to re- tary occupation of that country (accord- the umbrella grouping of 181 union lo- to have been held at one of the hospital ally actively involving the membership in ing to http://www.iraqbodycount.org/da- cals, district councils, state federations, sites, was cancelled due to “thunder and the direction of the union and lack of tabase, one of the most conservative esti- national unions, worker centers and other lightning.” This was especially galling to urgency to pursue social justice and soli- mates; the respected British medical jour- labor organizations – including 21 AFT me and to the many others in attendance darity (i.e., lack of secret ballots for the nal The Lancet estimated as many as affiliates and two AFT state federations – who really believe in justice and solidarity election of the new leadership, the lack of 600,000 Iraqi civilian deaths as of July that coordinates the work of organized with our fellow workers, regardless of any opposition candidates for any of the 2006, while the United States govern- labor against the war in Iraq and in soli- their union affiliation (AFSCME – the top leadership positions*, the monopoly ment doesn’t even bother with this statis- darity with Iraqi workers and Iraq war American Federation of State, County of power held by certain AFT insiders and tic) and as of Monday, July 14, 2008, at veterans returning to the U.S.), the AFT and Municipal Employees – is leading the the rapid closing of certain debates, the least 4,119 members of the U.S. military Peace and Justice Caucus was able to win campaign to organize the Resurrection lack of serious substance about what we have died in the Iraq war since it began, over the majority of the delegates at the Hospitals workers). Instead of moving are actually going to do about the prob- according to an Associated Press count, Chicago convention to adopt resolutions forward with the plan to demonstrate at lems that face us and the seeming enthu- while 30,182 have been wounded (http:/ against the U.S. policy of permanent and the original rally site, McElroy took off siasm of many present to just “get it over /www.globalsecurity.org/military/ops/ “preemptive” war (Resolution #39, which his jacket, rolled up his sleeves and an- with” and move on to the party, etc.), but iraq_casualties.htm). As decent, compas- included a call for the AFT to express nounced that we would be holding the those could be the topics of a whole other sionate human beings who labor every solidarity with independent trade unions rally inside the convention hall at Navy article. day for the education and well-being of in Iraq) and opposing the U.S. expansion Pier, which was especially offensive since The point of all this isn’t just to analyze, the young people that we serve, these of the war into Iran (Resolution #45). we had just heard a tearful expression of complain and criticize, but to urge my statistics themselves should motivate us In addition to the hard work of the AFT gratitude and plea for support from a fellow BTU members to become more toward action. Secondly, while our union Peace and Justice Caucus as an orga- Resurrection Hospitals worker who had active in our own union’s fight for a public at the local, state and federal level nized entity within the AFT to educate just been fired for union activity. Here we education system that offers excellence struggles for equal educational opportu- and win our fellow members over to sup- were, many of us having traveled long and equal opportunity for all students nities for our students and decent work- port for peace and justice on the interna- distances to participate in the convention while treating educational staff with dig- ing conditions and compensation for its tional level, other activists from various and ready to put our words and thoughts nity and respect, as well as in larger members, the Bush administration has locals around the country successfully into action, and our “leadership” held a struggles for social justice, whether they already spent over $537 billion on the war won the support of the majority of the “rally” which might as well have been a involve ending and preventing unjust in Iraq (http://www.nationalpriorities.org/ delegates for resolutions to promote fac- high school pep rally, since all present wars, fighting for real racial and gender costofwar_home), a figure that continues ulty diversity in higher education (in addi- supported the cause and since who really equality in schools and in the larger soci- to rise every day that the war continues tion to PreK-12 professionals and para- needed to see, hear and feel the solidarity ety or fighting for decent affordable and every day that Congress continues to professionals, the national AFT also rep- of the second largest union in the AFL- healthcare and housing for all people. We agree to pay the tab for this bloodshed. resents many higher education profes- CIO were the managers of the Resurrec- are not just teachers, paraprofessionals, According to the National Priorities Project, sionals, healthcare workers and public tion Hospital chain, the media and the nurses, counselors, librarians, psycholo- Boston taxpayers will pay $1.3 billion sector workers), to support immigrant general public in Chicago. gists or therapists, but members of the for total Iraq war spending approved to date. rights and to initiate a teachers’ campaign In the face of the apparent betrayal of human family. We must continue the For the same amount of money, the follow- against racism and in defense of the “Jena the Resurrection Hospital workers who struggle to make our union much more ing could have been provided on a na- 6.” I cite these other examples because have been struggling to organize a union active in standing up for other workers tional level: they indicate an openness on the part of for five years and many of whom are and fighting for the rights of the students • 404,583 People with Health Care for AFT members to take a strong stand on extremely low-paid African American and and communities that we serve. Whether One Year OR issues around which the national leader- Latino workers, I attempted to speak out we come at this issue from the basic • 23,115 Music and Arts Teachers for ship has historically been silent, has taken in favor of the original planned outdoor standpoint of the historical labor move- One Year OR ambivalent positions or has failed to take rally, but an unnamed AFT staffer in a (continued on page 11) 10 ❖ BOSTON UNION TEACHER ❖ July-August, 2008 BTU Hosts 38th Annual Scholarship Brunch By Angela J. Cristiani reported to the scholarship recipients and guests in n Saturday, June 14th, the Boston Teachers Union attendance that on both noted occasions, Walsh said, Ohosted the 38th Annual Scholarship Awards Brunch. “Tell how I can help and I will.” Representing the BTU Scholarship Committee, Denise In his address, Representative Walsh stated that the Henderson welcomed attending guests and introduced BTU is “one of the places that makes me proud” and BTU President Richard Stutman. commended the BTU leadership for the good work it On behalf of the Union, Stutman welcomed and does on behalf of its members and Boston students. 2008 BTU congratulated the scholarship recipients and thanked To the scholarship recipients, Walsh told them that the Scholarship Committee. In congratulating the hon- they “are the future of America” and asked them to Scholarship Winners orees, Stutman encouraged each recipient to be good to remember where they “were 12 years ago... in Grade 1.” their parents, be good to themselves, and to study Walsh noted that during those 12 years, in Chicago, Another Course to College efficiently. Stutman also gave scholarship recipients Illinois a man decided to run for the Senate, and during Jonathan Spain Collins some practical, long-term advice... to make sure each those same 12 years, Walsh himself decided to “take a Boston Community Leadership Academy finds the balance between study and play. In closing, shot” and run for elected office. Walsh told the scholar- Karla Mora Stutman again reminded the scholarship recipients to ship recipients, “Today you will go to college and are Karen Suchite “thank their parents today and everyday.” getting a scholarship and that young man from Illinois Boston Latin Academy President Stutman, in turn, introduced Keynote will be elected President.” Diana Byrne speaker Representative Martin Walsh, represents the Expanding on his message, Walsh told the recipients Sean Stoddard 13th Suffolk district. to “have fun in school, but learn,” and reminding the Boston Latin School In his introduction of Walsh, Stutman praised Walsh honorees that they “have the opportunity to make a David Calixte for his unwavering support of the BTU and its member- difference in somebody’s life on a daily basis,” and Erica Penaloza ship. Stutman spoke of Walsh’s calls during the last encouraged each “to help one person.” Walsh also Brighton High School round of contract negotiations, specifically when the encouraged the honorees to “be proud of where you Renel Jean BTU was fined for the December 2006 motion in which came from, and to teach others about where you came Brittany Thompson the BTU Executive Board used “the strike word.” At that from when you’re going college.” Jeremiah E. Burke High School time, Walsh called the BTU and spoke directly with Walsh eloquently spoke of how the labor movement Neide Mendes Stutman on the first day the BTU was fined for using the was established, noting that it was to help people and Hugo Noguiera “s word.” Walsh called again on the third day after the that teachers are part of the labor movement. Walsh Charlestown High School noted fine was imposed. Stutman stated that, “Marty asked each honoree to reflect about the scholarship Ali Aden Walsh is a true representative of labor,” and further they received... as it came from their teachers. Allison Colonna Walsh then candidly spoke of his educational and Day & Evening Academy personal journey noting that he changed his life 13 years Georgiana Swaray Diary of a First-Time ago when he stopped drinking and enrolled in Boston Dorchester Educational Complex AFT Convention Delegate… College. It is anticipated that next semester Walsh will Lucky Egharevba achieve the necessary credits for graduation from Bos- Cherice Garcia (continued from page 10) ton College. East Boston High School ment slogan that “an injury to one is an injury to all” or In closing, Walsh encouraged each scholarship re- Alicia LaCerda from a more self-interested point of view that we cannot cipient to “follow your dream today and you’ll never say Jarred Stephens expect other folks to support us in our time of need if we ‘I wish I had...’ after all, there’s nothing wrong with El Centro del Cardinal Alternative High School don’t actively support them, there are many ways that trying!” Stanley Marsh BTU members can be active participants in the fight for Denise Henderson, along with Committee Mem- English High School better schools, fairness for teachers and for a more equal bers Jean Driscoll, Marcia Fitzpatrick, Mary Jasmine Johnson and just society in general. We can start locally and then Murphy, and Tricia Melanson, were assisted by BTU Krzystztof Pelczar take the fight to the upper echelons of the AFT. I President Richard Stutman, BTU Vice President Fenway High School conclude with the words of the great abolitionist and Patrick Connolly, and Secondary Field Representative Gregory Bellamy freedom fighter Frederick Douglass: Caren Carew in awarding the scholarships. Ed Doherty Stephane Goutier “If there is no struggle, there is no progress. Those (AFT-MA Special Assistant to the President and Past Greater Egleston High School who profess to favor freedom, and deprecate agita- BTU President), Timo Phillip, and Dave Donovan Marilyn Reyes tion, are men (sic) who want crops without plowing presented scholarships, as well. In attendance for the Health Careers Academy up the ground, they want rain without thunder and event were Paraprofessional/Substitute Field Repre- Orville Joseph lightning.” sentative Jenna Fitzgerald, Political Director Patricia Hyde Park Educational Complex *The top three officers “elected” to lead the national Armstrong, Community Field Representative Brenda Nataly Aguirre AFT are: Randi Weingarten (President), Antonia Chaney, and Executive Board members Timo Phillip, Richard Ortiz Cortese (Secretary-Treasurer) and Loretta Johnson MaryAnn Urban, Eileen Weir, and Angela Cristiani, Madison Park High School (Executive Vice President). as well as many of the Building Representatives of the Wilfredo Lara (John Allocca teaches at the El Centro del Cardenal high schools from which the award recipients gradu- Ngochanh Nguyen Alternative High School Program.) ated. McKinley Preparatory High School Jamalh Jeudy McKinley South End Academy Book Review: Keeping the Promise?… Glynis Mangual (continued from page 7) New Mission High School a privately operated grant making foundation, for its point of saying that pilot school teachers receive “union Frances Dodson generous support. An investigation into George Soros salary, benefits, and accrual of seniority within the dis- O’Bryant School of Math and Science showed him to be a backer of privatization schemes in trict.” But the voluntarist approach forces teachers to Le Nguyen Russia after the collapse of the Soviet government. donate about 100 hours of their time before receiving a Sandy Simeon Screaming that “the state is bad,” Soros advocated cuts small stipend for the extra work required. This is not a Snowden International High School in social spending, and handing over much of the state- union salary. Pilot school teachers do receive some Mahad Hashi controlled enterprises to what proved to be nothing but benefits from the union contract but any benefit that is Linh Nguyen gangster capitalists. Much of the “safety net” was stripped perceived as a “work rule” is ignored. And any seniority South Boston Educational Complex away, unemployment sky rocketed, and average male that is accrued has no bearing while the teacher is in a Amanda Hines life expectancy dropped to 57. As a result, Soros was pilot school. Nickson Monteiro thrown out of Russia and privatization is now a dirty word That our Union is now split is a reality. Teachers from West Roxbury Educational Complex in Russia (privakhizatsia – grab everything while you pilot schools who feel they have been treated unfairly Ivanoiry Perello can). (Substance, June 2008) come to the Union for relief but are told, regrettably, that Lissette Pimentel Is the answer to the underfunding of public education there is nothing that can be done but transfer out to a to be found in simply applying an “entrepreneurial non-pilot school. Will that teacher then develop a strong Edward Herman Scholarship spirit?” Or is the answer to be found in building a united union consciousness? I think not. Kathy Walker, Snowden International High School movement to demand the necessary resources from A Union is only as strong as its weakest link. The Philip A. Pirrone Scholarships government? It will be difficult to build a united move- rhetoric of choice is sometimes just that… rhetoric. The Grace Plaza, Madison Park High School ment when our union is split between schools that rely reality of the situation is that the students most in need Nelson Ruiz, Madison Park High School on private funding and those that depend on an increas- of a solid education are increasingly finding themselves Peter Willis Scholarship ingly shrinking public sector. Certainly increases in the warehoused in schools that do not have the resources Daraiha Greene, O’Bryant School of Math and Science number of pilot schools will only make for more compe- necessary to meet their needs. Pilot schools, who do rely tition for the private money that does exist. on grant writing also find their budgets shrinking. And Retired Teachers Chapter Scholarships Almost every teacher decries the lack of time for what then everyone fights for what they believe will be better Alexander Gistis Alexanda Canney needs to be done in schools. Pilot schools have taken a for THEIR school. As a Union we need to be asking Joseph Murphy voluntarist approach to this problem. French makes a ourselves what will be better for ALL schools. BOSTON UNION TEACHER ❖ July-August, 2008 ❖ 11 BTU Members Participate in 28th Annual Fun Run and Walk By Eileen S. Padua he first Friday in June members of the BTU Health and Welfare TFund came together for a fun run and walk. The BTU Health and Welfare Fund annually sponsors this event to encourage mem- bers to stay healthy. Fitness enthusiasts from around the city gathered after school for the 4:00 pm race. Some runners and walkers opted for the 2.8 mile loop. Others with more stamina ran the 5.8 loop (BTU building to Castle Island and back). The weather was cool and cloudy, a perfect day for a brisk pace. Free T-shirts and refreshments were provided after the race. Meet Directors Mike Meagh and Chris Lane did a great job making sure everything ran smoothly. Some of the teachers were joined by students who ran with them. Although not eligible for a number, it added to the day’s enjoyment. Winning runners in the 2.8 miler were: 1st Place, John Lawler, Fun Run Officials Agassiz School; 2nd Place and 1st woman, Maria Noonan Clark, Mike Maugh and Chris Lane Ohrenberger School; 3rd Place was Ivonne Lalyre, McCormack School and; 4th Place, Dagne Hall, Agassiz School. 1st Place walker in the 2.8 mile race was Adrienne Washington, BTU Secretarial Staff. It was a BTU’s Adrienne Washington three-way tie for 2nd Place, as three friends, Yolanda Pokaski, Dee knows who’s #1 Esposito and Lila Moran walked across the finish line together. 3rd The Ohrenberger School’s Place was another three-way tie. Mary Moran, Jane Casey and Elaine Maria Noonan Clark Catino came to the finish together. Mark Knapp, Josiah Quincy School, was the overall big winner, crossing the finish line in 34.14 minutes to take 1st Place in the 5.8 mile loop. Steve Cassidy, Charlestown High School won 2nd Place male. Kristyn Hughes, Charlestown High School came in second, but was the first woman to cross the finish line. 2nd Place female was Laura Hamel, Josiah Quincy School. Caitlin Gaffney, Tobin School and Mary Alice Sandy, Tobin School tied for 3rd Place. It is difficult to come out to run on a Friday afternoon at the end of a work week, but a good time was had by all. See you next year, same time, same place... the BTU on the first Friday in June. (Eileen S. Padua is a Retired Teacher.) John Lawler of the Agassiz

Mark Knapp of the Josiah Quincy School enjoys an easy win

The Agassiz’s Dagne Hall continues on to the finish line

Yolanda Pokaski of the OLLSS, Dee Esposito of the H&WF and Lila Moran of the Jackson-Mann School enjoy a laugh at the BTU Fun Run

Monique Bynoe of the Condon School and Laverne Agard of the McCormack Photos by Eileen S. Padua Janet Casey (left) and Mary Moran (right) of the Roger Clap School flank BTU’s Elaine Catino at the finish line of the BTU Fun Run

Charlestown High’s Stephen Cassidy and Kristyn Hughes sprint to the finish at the BTU Fun Run

Mary Alice Sandy and Caitlin Gaffney, both of the Tobin School show camaraderie with Lila Moran of the Jackson-Mann School Ivonne Lalyre of the John McCormack School goes all out 12 ❖ BOSTON UNION TEACHER ❖ July-August, 2008 MassTells Surveys 40,000 Massachusetts Teachers, 2,000+ in Boston (continued from page 2) Strongly agree Strongly agree Q6.9 Adequate time is provided for professional develop- Boston 14% Boston 11% ment. Statewide 23% Statewide 16% Strongly disagree Empowerment Teachers feel comfortable raising issues and concerns that are Boston 12% Q4.1 Please rate how strongly you agree or disagree with important to them. Statewide 16% the following statements about empowerment in your Strongly disagree school. Boston 22% Somewhat disagree Statewide 13% Boston 21% Teachers are meaningfully involved in decision making about Statewide 27% educational issues. Strongly agree Strongly disagree Boston 17% Strongly agree Boston 20% Statewide 22% Boston 18% Statewide 16% Statewide 10% The school leadership consistently enforces rules for student Teachers are trusted to make sound professional decisions conduct. Q6.10 Do you teach students who have an Individualized about instruction. Strongly disagree Education Plan? Strongly disagree Boston 26% Boston 17% Statewide 15% No Statewide 10% Boston 11% Strongly agree Statewide 6% Somewhat disagree Boston 13% Boston 21% Statewide 19% Q6.11 Do you teach students who are Limited English Statewide 17% Proficient? Teacher performance evaluations are handled in an appropri- Strongly agree ate manner. Yes Boston 18% Strongly disagree Boston 80% Statewide 23% Boston 15% Statewide 56% Statewide 7% In this school we take steps to solve problems. No Strongly disagree Somewhat disagree Boston 20% Boston 14% Boston 15% Statewide 44% Statewide 8% Statewide 10% School Context and Readiness The faculty has an effective process for making group Strongly agree Q7.1 Please rate how strongly you agree or disagree with decisions to solve problems. Boston 23% the following statements about your school context. Strongly disagree Statewide 33% Boston 19% There is an atmosphere of trust and mutual respect within the Statewide 14% Teachers receive feedback that can help them improve school. teaching. Strongly disagree Teachers are recognized as educational experts. Strongly disagree Boston 22% Strongly disagree Boston 15% Statewide 12% Boston 18% Statewide 7% Statewide 11% Strongly agree Strongly agree Boston 19% Opportunities for career growth within the teaching Boston 19% Statewide 26% profession (other than administration) are available to me Statewide 27% (e.g., mentor, academic coach, etc.) Clear expectations are communicated to students and Strongly disagree Q5.3 The school leadership makes a sustained effort to families. Boston 13% address teacher concerns about: Strongly disagree Statewide 9% Boston 12% Teaching and learning issues Statewide 6% Teachers are supported by the community in which they Strongly disagree teach. Boston 12% Somewhat disagree Strongly disagree Statewide 7% Boston 18% Boston 16% Statewide 13% Statewide 12% Leadership issues Strongly disagree Q7.2. The following circumstances significantly affect the Somewhat agree Boston 19% ability of students in this school to learn. Boston 28% Statewide 12% Statewide 35% Academic preparation Facilities and resources Neither disagree nor agree Strongly agree Strongly disagree Boston 7% Boston 11% Boston 17% Statewide 10% Statewide 14% Statewide 9% Strongly agree Families help students achieve educational goals in this Strongly agree Boston 52% school. Boston 12% Statewide 42% Strongly disagree Statewide 16% Boston 26% Poverty Statewide 14% The use of time in my school Strongly disagree Strongly disagree Boston 4% Strongly agree Boston 17% Statewide 14% Boston 5% Statewide 11% Statewide 9% Somewhat disagree Professional development Boston 7% Q4.2 Please indicate how large a role teachers have at your Strongly disagree Statewide 14% school in each of the following areas. Boston 14% Statewide 10% Strongly agree Setting grading and student assessment practices Boston 43% No role at all Empowering teachers Statewide 28% Boston 20% Strongly disagree Statewide 13% Boston 21% Language Statewide 14% Strongly disagree The primary role Boston 3% Boston 8% New teacher support Statewide 15% Statewide 10% Strongly disagree Boston 16% Somewhat disagree Devising teaching techniques Statewide 9% Boston 7% No role at all Statewide 15% Boston 11% Strongly agree Statewide 6% Boston 14% Neither disagree nor agree Statewide 19% Boston 10% Small role Statewide 14% Boston 20% Professional Development Statewide 15% Q6.2 Professional development provides teachers with the Somewhat agree knowledge and skills most needed to teach effec- Boston 39% The primary role tively. Statewide 29% Boston 16% Statewide 21% Strongly disagree Strongly agree Boston 18% Boston 42% Selecting instructional materials and resources Statewide 15% Statewide 27% No role at all Boston 19% Q6.4a In which of the following areas (if any) do YOU need Violence outside of the school Statewide 8% professional development to teach your students Strongly disagree more effectively? (Check all that apply.) Boston 3% Small role Statewide 22% Boston 29% Teaching second language learners Statewide 20% Boston 46% Somewhat disagree Statewide 33% Boston 6% Large role Statewide 17% Boston 20% Q6.4b In the past 2 years have YOU had 10 clock hours or Statewide 29% more of professional development in any of the Somewhat agree following areas? (Check all that apply.) Boston 35% The primary role Statewide 22% Boston 8% Establishing professional learning community protocols Statewide 14% Boston 24% Strongly agree Statewide 15% Boston 42% Leadership Statewide 20% Q5.1 Which position best describes the person who most Teaching second language learners often provides instructional leadership at your Boston 52% Health Issues school? (Select one.) Statewide 28% Strongly disagree Boston 3% Department, chair, grade level chair or team leader Inducting/mentoring new teachers Statewide 13% Boston 9% Boston 14% Statewide 18% Statewide 19% Somewhat disagree Boston 7% School-based instructional specialist Q6.7a I regularly receive ongoing follow up professional Statewide 16% Boston 15% development opportunities that help me improve my Statewide 9% teaching. Somewhat agree Boston 41% Q5.2 Please rate how strongly you agree or disagree with Strongly agree Statewide 31% statements about leadership in your school. Boston 10% Statewide 6% Strongly agree School leadership shields teachers from disruptions, allowing Boston 28% teachers to focus on educating students. Statewide 17% Strongly disagree Boston 23% Statewide 12% (continued on page 14) BOSTON UNION TEACHER ❖ July-August, 2008 ❖ 13 MassTells Surveys 40,000 Massachusetts Teachers, 2,000+ in Boston (continued from page 13) Excessive tardiness Q9.9 Please rate how effective you believe the following Having discussions with my mentor about my teaching Strongly disagree incentives would be in deciding to teach in a “hard- Less than once per month Boston 3% to-staff” school. Boston 7% Statewide 8% Statewide 11% Signing bonus Somewhat disagree Not effective Several times per month Boston 7% Boston 15% Boston 24% Statewide 11% Statewide 12% Statewide 19%

Strongly agree Additional support personnel for students (counselors, social Once per week Boston 48% services, health, etc.) Boston 43% Statewide 33% Somewhat effective Statewide 25% Boston 15% Excessive absences Statewide 19% Almost daily Strongly disagree Boston 16% Boston 3% Additional role in school decisions (hiring, budget, discipline, Statewide 29% Statewide 8% etc.) Extremely effective Q11.6 Please rate how strongly you agree or disagree with Somewhat agree Boston 32% the following statements about the support you have Boston 6% Statewide 26% received as a new teacher. Statewide 10% Mentor/Mentee My induction program improved my instructional practice. Strongly agree Q11.1 Have you been formally assigned a mentor in the past Somewhat agree Boston 53% three years? Boston 38% Statewide 38% Statewide 30% No Community support Boston 26% My mentor supports me in addressing issues of equity. Boston 4% Statewide 20% Somewhat agree Statewide 8% Boston 33% Curriculum and subject content I teach Statewide 26% Transience/mobility Strongly agree Strongly disagree Boston 32% Q11.7 As a beginning teacher, I have received the following Boston 6% Statewide 40% kinds of supports. (Check all that apply.) Statewide 17% School and/or district policies and procedures Beginner’s seminars Somewhat disagree Somewhat disagree Boston 62% Boston 8% Boston 13% Statewide 46% Statewide 13% Statewide 7% Teacher aide Somewhat agree General social support and encouragement Boston 14% Boston 30% Somewhat agree Statewide 19% Statewide 22% Boston 29% Statewide 24% Q11.8 How many teachers did/do you mentor? Strongly agree Boston 35% Q11.3 Please indicate whether each of the following were 1 Statewide 25% true for you and your mentor. Boston 30% Statewide 38% Q7.3 Social services are available to ensure that all My mentor and I were in the same building. students are ready to learn. Yes 10 Boston 63% Boston 11% Strongly disagree Statewide 92% Statewide 4% Boston 22% Statewide 12% No Q11.9 On average, how often did/do you meet with your Boston 37% mentee(s)? Strongly agree Statewide 8% Boston 9% Almost daily Statewide 12% My mentor and I taught in the same content area. Boston 50% Yes Statewide 33% Curriculum and Instruction Boston 50% Q8.1 Please rate how strongly you agree or disagree with Statewide 69% Q11.11 On average, how often did you engage in each of the the following statements about your school context. following activities with your mentee(s)? No The curriculum taught meets the needs of students. Boston 50% Planning during the school day with my mentee(s) Strongly disagree Statewide 31% Never Boston 8% Boston 7% Statewide 3% My mentor and I taught the same grade level. Statewide 16% Yes Somewhat disagree Boston 45% Less than once per month Boston 23% Statewide 64% Boston 5% Statewide 15% Statewide 11% No Strongly agree Boston 55% Once per month Boston 19% Statewide 36% Boston 7% Statewide 29% Statewide 12% Q11.4 On average, how often did you engage in each of the Massachusetts Comprehensive Assessment System (MCAS) following activities with your mentor? Almost daily and other student data are available in time to influence Boston 29% teaching. Planning during the school day with my mentor Statewide 15% Strongly disagree Never Boston 12% Boston 23% Observing my mentee(s)’ teaching Statewide 8% Statewide 29% Never Boston 4% MCAS-administered tests assess the content delivered. Less than once per month Statewide 18% Strongly disagree Boston 10% Boston 12% Statewide 16% Being observed by my mentee(s) Statewide 8% Never Once per week Boston 9% Somewhat disagree Boston 33% Statewide 23% Boston 20% Statewide 20% Statewide 15% Less than once per month Almost daily Boston 16% Strongly agree Boston 5% Statewide 38% Boston 14% Statewide 11% Statewide 20% Several times per month Being observed teaching by my mentor Boston 16% Q9.3 Which aspect of these five conditions for teaching Never Statewide 11% and learning is MOST important to you in promoting Boston 13% student learning? (Select one.) Statewide 34% Once per week Boston 13% Time during the work day Less than once per month Statewide 6% Boston 22% Boston 20% Statewide 29% Statewide 14% Almost daily Boston 27% School leadership Several times per month Statewide 7% Boston 18% Boston 15% Statewide 13% Statewide 7% Planning instruction with my mentee(s) Less than once per month Q9.5 Overall, my school is a good place to work and learn. Once per week Boston 6% Strongly disagree Boston 27% Statewide 15% Boston 10% Statewide 5% Statewide 6% Once per month Observing my mentor’s teaching Boston 10% Somewhat disagree Never Statewide 16% Boston 14% Boston 54% Statewide 10% Statewide 40% Almost daily Boston 24% Strongly agree Less than once Statewide 12% Boston 33% Boston 23% Statewide 42% Statewide 35% Having discussions with my mentee(s) about their teaching Once per month Q9.6a Which BEST DESCRIBES your future intentions for Once per month Boston 5% your professional career? Boston 10% Statewide 10% Statewide 12% Continue teaching at my current school as long as I am able Several times per month Boston 57% Planning instruction with my mentor Boston 14% Statewide 65% Never Statewide 23% Boston 22% Continue in education but leave classroom teaching Statewide 30% Q11.12 Please indicate which of the following kinds of Boston 12% support, if any, you received as a formally assigned Statewide 8% Once per week mentor. (Check all that apply.) Boston 23% Q9.7 Please rate how strongly you agree or disagree that Statewide 16% Reduced teaching schedule the following factors influence your decision making Boston 13% about your professional plans. Almost daily Statewide 4% Boston 4% Stronger mentoring relationship Statewide 8% Common planning time with teachers you are mentoring Strongly agree Boston 43% Boston 15% Statewide 27% Statewide 12% 14 ❖ BOSTON UNION TEACHER ❖ July-August, 2008 BTU Elementary Field Rep. Michael McLaughlin holds the pin at the Former BTU President Ed Doherty, now of BTU-RTC Charity Golf Tournament. AFT Massachusetts, lines up his tee shot at the first tee. First Annual BTU-RTC Charity Golf Tourney – A Great Success

Mary Ellen O’Sullivan and Donna Bolles Robert Carroll and Rosemarie Donovan register with MaryJo Murphy of the Grover Cleveland School and Sandy Carle at the Brookline Golf Club at Putterham. tour the course in a golf cart.

Photos by Angela Cristiani

Paul Tenney, Declan Power and Keith Goyette prepare to putt on the green.

BOSTON UNION TEACHER ❖ July-August, 2008 ❖ 15 BTU Presents COPE Award Winners COPE2008

Photos by Mary F. Glynn

BPS Schools Where 67% or More of the Staff Have Contributed to COPE Louis Agassiz School Oliver Wendell Holmes School Ludwig Van Beethoven School Martin Luther King School William Blackstone School Mather School William Ellery Channing School Mattahunt School Roger Clap School William McKinley Counseling and Intervention Center Elementary School James Michael Curley School William McKinley Prep High School William Barton Rogers School Early Learning Center/East Mission Hill School Lucy Stone School Ralph Waldo Emerson School Wolfgang Amadeus Mozart School Charles Sumner School Edward Everett School Hugh R. O’Donnell School James P. Timilty School David G. Farragut School William Ohrenberger School Umana Middle School Academy Sarah Greenwood School Oliver Hazard Perry School John Winthrop School Rafael Hernandez School John D. Philbrick School Psychological Services John P. Holland School Josiah Quincy School Occupational Therapists

16 ❖ BOSTON UNION TEACHER ❖ July-August, 2008