Snowden School Entertains Chinese Exchange Students See page 8. BostonBostonUnion Teacher The Award-Winning Newspaper of the Boston Teachers Union AFT Local 66, AFL-CIO • Democracy in Education • Volume XL, Number 9 • April, 2008 Discovery and Pilot School’s RFPs Out Pilots Offer More ‘Flexibility,’ Discoveries, More Protections By Richard Stutman being open to considering the and many others too numerous BTU President Discovery Model as a viable al- to mention) that have changed y the time this newspaper arrives, ternative for school reform and their staff work day. The differ- we will be in the midst of two sepa- change. The BTU supports a ence is, the changed work day Brate Requests for Proposal cycles, variety of models for school im- in these schools has been nego- one for an application for a school to be- provement, and feels that no one tiated separately, and all work come a Pilot School and one for Discov- size fits all. Further, we feel, time above and beyond the nor- ery Status. there must be created models mal teacher work day is compen- Both models offer alternatives to tra- which allow for school innova- sated. This change would be al- ditional schools. Both models offer an in- tion without the sacrifice of one’s Richard Stutman lowed in individual Discovery crease in school autonomies, though collective bargaining rights. BTU President Schools, too, but would be sub- BTU Paraprofessional/Sub Field Rep. there are substantial differences between ject to negotiations and all time Jenna Fitzgerald with Christopher the two: The Pilot model offers more au- Where does each would be compensable. Castellani, Artistic Director of Grub Street, tonomies than the Discovery model and model stand now? For a full description of pilot school au- Inc. at book signing of “Born Before Plas- substitutes an Election-to-Work agree- Nineteen groups have submitted Pilot tonomies, see the CCE webpage at (http:/ tic.” ment that includes an appeals process School proposals in response to a recent /www.ccebos.org) The CCE or Center for BTU’s Jenna instead of the BTU-negotiated grievance RFP sponsored by The Boston Founda- Collaborative Education, helps manage process. The Discovery Model captures tion (TBF). Some of the 19 proposals seek the Boston Pilot School network. As of Fitzgerald many of the same autonomies and free- to convert current traditional schools to early March, however, the superinten- doms (budgetary, curricular, and assess- pilot, some seek to open new pilot dent has installed an Assistant Superin- Participates in ment) as Pilots but seeks no relaxation schools, and some wish to expand cur- tendent in charge of Pilot Schools. of collective bargaining rights from our rent pilots to an extended grade struc- There are a few other points to con- Boston “Memoir members. BTU Contract provisions and ture. The TBF has underwritten each of sider regarding pilot schools. Their mem- Project” the BTU-negotiated grievance process these exploratory proposals with a bers belong to the BTU; get the same remain intact in Discovery Schools. $20,000 grant with a promise of an addi- benefits and salary, and the same system- orn Before Plastic is the newly The Pilot model is well-established, tional one-time grant of $100,000 should wide seniority. The system-wide senior- Bpublished book with stories and the Discovery model is a work-in a pilot school result from the planning ity, however, cannot be used to claim an from Boston’s most enduring neigh- progress. The Discovery model came process. attachment right to a building. Pilot borhoods. into being when the union and manage- (Schools that have accepted TBF’s school teachers and paraprofessionals Mayor Thomas M. Menino, ment negotiated new pilot school contract $20,000, by the way, can decide instead can be mandated to work up to 95 uncom- through Grub Street Inc., asked se- language in 2005-2006. It has taken al- to become Discovery Schools. They will pensated hours per year. All other rights nior citizens to participate in a “Mem- most two years for the Discovery concept not have to pay the money back.) and benefits found in the BTU Contract oir Project” and share their memo- to gain traction; little progress was made Pilot Schools operate differently than are generally inapplicable in a pilot ries of the good old days. during the Payzant-Contompasis era. We traditional schools. (continued on page 2) (continued on page 4) applaud Superintendent Johnson for 1. They are free to hire anyone; they’re also free to ‘excess’ anyone they want on a yearly basis Students from Madison Park’s 2. They enjoy limited budgetary au- tonomy Nursing Program Volunteer to Help with 3. They enjoy curriculum and assess- ment autonomy Cavanaugh Blood Drive 4. They enjoy governance autonomy,

but can no longer screen students 52088 rmit No.

oston, MA 02109 oston,

Non-Profit Org. Non-Profit PAID U.S. Postage U.S. – Sign Up Now to Give the Gift of Life – via an application process. (Some B Pe Dear Friends and Colleagues: but not all pilot schools have been his is another reminder that on Thursday, May 29th from 10:00 am to 5:00 able in the past to create an admis- Tpm the BTU and the Red Cross will be sponsoring the Tom Cavanaugh sions process to screen entering Memorial Blood Drive. As you know, giving blood saves lives. Tom, along students. All new pilots are prohib- with several other dedicated volunteers, played an integral part in saving lives ited from doing this.) of people throughout the Commonwealth through their efforts. A few years 5. They enjoy schedule autonomy and ago Tom passed away and the event fell dormant. This year we are bringing it can increase or modify the school back and naming it in Tom’s honor. In order for it to be a success we are asking day individuals from each school to act as a point person for their school. All that Discovery Schools will be able to take we ask is that you make sure that announcements are made the week before advantage of items #2 and #3 only, in ex- the event in your building. actly the same fashion as permitted in Since this year’s Blood Drive has been announced the feedback has been Pilot Schools. Discovery schools will not encouraging. Students from Madison Park’s Nursing program have volunteered be allowed, however, to adopt item #1. to participate with the donation process. Several people have signed up by com- Regarding #4, no new school, Pilot or pleting the form on page 7 and others have used the link found in the e-Bulle- Discovery, will be allowed to screen stu- tins and the BTU home page. Please indicate if you have a preferred time to dents. We applaud this move. Regarding donate. This helps the Red Cross allocate adequate personnel and supplies to item #5, as a general rule, Discovery manage the event. All walk-in donors are welcome. Each donor will receive a Schools will not have a right to change free T-Shirt and a chance to win one of four prizes from a free raffle. A compli- their school schedule, but please keep in mentary lunch with refreshments will be provided. mind that in Boston currently there are (continued on page 7) many traditional schools (Expanded Learning Time Schools, Project Promise, the four McKinley sites, Ostiguy High, Song Highlights Standardized Testing Concerns 3 ➤ ➤ HCA: Changes for Congo’s Children 5

AL 66, AFT AL 66, Monitoring and Assessing Student Progress 6

BOSTON TEACHERS TEACHERS UNION BOSTON LOC 180 Mount Vernon Street Vernon 180 Mount Boston, Massachusetts 02125 Boston, Discovery and Pilot Schools RFPs Out… (continued from page 1) school, except that each pilot school drafts positions are so tight in certain subject will be operational by September 2009, lective bargaining rights from what they its own Election-to-Work Agreement as an areas that the HR Dept. has prohibited the same start-time as the new pilot term ‘underperforming’ schools. He has alternative to the list of working conditions some subject areas (art, music, computer, schools. While there are no grants per regularly worked with anti-public educa- and grievance rights found in the BTU elementary, ELA, ESL, physical educa- se to encourage their development of Dis- tion and anti-teacher union zealots on a Contract. A more extensive Q and A about tion, and social studies) from being “open coveries, the union and the superinten- host of issues for the last few years. Their Pilot schools can be found on the BTU posted.” To open post positions in these dent have agreed to a $30,000 fund to help group, for example, has proposed that the website. fields would exacerbate the shortage of jump start Discoveries. The lump sum for state create a Turnaround District, which The BTU contract allows that a mini- positions, as open posted positions are Discoveries is neither meant nor in- would take schools out of the collective mum of seven pilot schools shall be cre- exempt from being filled via the excess tended to compete with the funds TBF is bargaining process and hand them over ated over the life of the BTU agreement. process. This would leave fewer available giving to Pilots. It is meant, however, to to the superintendent who would have un- Of the seven, one, The Gardner Pilot has jobs for our members in those subject show a joint BPS/BTU commitment to limited power for a period of two years. been created already. A school to be run areas. Despite this action by the HR this project. Were this change unable to improve the by the BTU also counts towards the Dept., positions will be tighter and choice Given the short resources in today’s schools, Grogan’s group proposed seven. This school will be located in will be less. climate, more and more schools are rely- charterizing them. Their proposal also Dorchester at the site previously occupied [Open Postings have been ‘legal’ for a ing on outside funding, even the one-time included tying part of a teacher’s salary by the Thompson School. Provided there good 15 years or so, and offer adminis- grants TBF is promising. While the to student test results. This was incorpo- are five valid pilot proposals to consider, trators an ability to skirt the transfer and money is minimally useful, one-time rated into legislation filed in 2005 by then there will be five additional pilot schools excess processes by exempting certain grants encourage a short-sighted ap- Republican Governor Mitt Romney. It over the life of this agreement. Convert- open positions from being filled through proach to school finance. Our schools stated: “A turnaround designation pro- ing a current school to a pilot school re- those processes. Many administrators need more resources, and this can result vides extraordinary powers to the super- quires an affirmative 2/3rds vote of staff, have abused this process. (Open posted only from a city better able to sustain an intendent in the ability to reassign per- conducted in accordance with BTU elec- positions are not exempt from layoffs or increased revenue stream to our schools. sonnel, implement teacher testing, and tion procedures. in-school excessing.)] A word or two about the $20,000 from dismiss unqualified teachers. Schools Further, BTU membership policy re- As the number of open posted posi- TBF: that do not improve within two years quires that the BTU leadership conduct a tions has increased fewer positions have To some the $20,000 (and then per- could be placed under different manage- Q&A session with staff, to go over the ins been available for excessed teachers. haps another $100,000) might look like a ment.” and outs of pilot conversion prior to the Apropos of that trend, you may remem- lot of money. After all, budgets are being “We are gratified that the Governor’s staff vote. Beyond that, all new pilots, con- ber in this space two weeks ago, we talked crunched and schools are facing a $32 education package incorporates so version and otherwise, are subject to the about the potential for increase in the Million deficit for school year 08/09. many of the goals and recommenda- approval of the BTU president as well as number of pilot schools. Pilot schools also What school cannot use the money, even tions leading citizens have supported the superintendent and the Boston School remove positions from the pool of vacan- though it is one-time money? That might in the Great Schools Campaign,” said Committee. Once a school converts to cies. be one’s first reaction. But there are a few Paul Grogan, president of the Boston pilot status, the move is irrevocable. The BTU will take a close, hard look problems: The money is chump change. Foundation and co-chair of the Great Receiving a grant from TBF in and of at the approval of new pilot schools in Its one-time nature distracts us from a Schools Campaign, an effort led by itself does not guarantee pilot status for a light of the system’s needs and our teach- long-term solution to adequate school fi- community leaders to advance educa- proposal even with the requisite approv- ers’ needs. We believe that these needs nance. And most significantly the origin tion reform. “With significant and tar- als completed. In fact, outside of its dona- are consistent and work in concert with of the money is suspect. geted new money linked to incentives tion, TBF is not part of the decision-mak- each other. One of the main needs for our The Boston Foundation is a public for teachers, more flexibility and re- ing process. teachers is the easier availability of vacant charity, the largest one in the Boston area. form, we can make Massachusetts an Decisions for pilot approval, from the positions to bid on, whether in the excess On the education front, it parcels out international leader in math and science BTU perspective, will be contingent on a pool or on the transfer list. Both the in- grants selectively. It gives money to pilot and a national model for turnarounds host of factors: system wide budgetary crease in open postings and a possible schools and charter schools. But only on of our lowest performing schools.” considerations, strength of application, increase in Pilots translate into a reduc- a rare occasion does it find a traditional We are actively working with Superin- student needs, interface with and effect tion of available positions available for school program to support. It has argued tendent Carol Johnson to create a vari- on neighboring schools, student demo- excessed teachers and would-be transfer- the past that it gives money selectively to ety of different schools that will continue graphics and system needs, and the like. ees. Why should teachers have their ‘incentive-ize’ change. The question we to pioneer best practices in the decades The BTU will be part of a systematic pro- choice of movement restricted? have to ask is, What kind of change?. And to come. We are excited about all these cess convened by the superintendent that The BTU’s approval of Pilots will be specifically, what might be the motives models and we rejoice that there is room looks at the entire city school system, our made in this light: How will the creation behind these selective grants? for all of these, and more, in our system. student population and its needs. of more Pilots impact the availability of The head of the Boston Foundation, But in the long term, all will go for naught We will also look at how the addition positions for our members? We will up- Paul Grogan, has been in the forefront if we don’t get more revenue from of certain pilots affects the dwindling num- hold our end of the collective bargaining of a statewide movement to take away col- sources that are agenda-neutral. ber of available teaching vacancies. agreement, but we will be most mindful The largest teacher excess pools in of the needs of our entire membership. many years are coming up and there is a The Discovery School RFP is ex- Letters to the Editor concurrent shortage of jobs in a variety pected to be distributed shortly, and it is of subject areas. That’s bad news. In fact, further expected that Discovery Schools Superintendent Carol Johnson and her Reorganization Plan It’s nice to have a leader of the school ness interests, their allies in city and system who makes an attempt to have state government and certain self-ap- a cordial and collegial relationship with pointed education experts to simply Boston teachers and others who provide direct give in to the mandates of NCLB and UnionTeacher service to BPS students and families its supporters, but as long as she genu- and with their union. It’s also nice to inely advances a student-centered, Published by the Boston Teachers Union AFT Local 66, AFL-CIO have a leader who seems to understand teacher-centered and community-cen- that not all that is worth knowing can tered vision of education, we need to The Boston Union Teacher be found on the bubble sheet of a stan- support Dr. Johnson in her efforts. EDITORIAL NOTE: dardized test. I know that she will be – John Allocca is published eleven times a year The opinions expressed in the Boston September - July, inclusive. under tremendous pressure by busi- El Centro Alternative High School Union Teacher do not necessarily represent the views of the Boston More Arts Needed in the BPS President Teachers Union, or those of its members. RICHARD F. STUTMAN I was thrilled to see that Superinten- tool to help people to teach empathy, that WHEN WRITING: dent Johnson is advocating for the arts theatre asks the audience (and the ac- Vice President to be brought back into all Boston Public tors) to literally put themselves in some- PATRICK CONNOLLY All correspondence to the Boston Union Teacher must be typewritten and signed. Schools. Too often, classes like music, art one else’s shoes. There is no greater time Secretary-Treasurer All articles must be appropriate to the and theatre are seen as “extras” or token to teach Boston Public students the im- EDWARD A. WELCH publication, and in good taste. “fun” classes. And while they certainly are portance of empathy — and safe self-ex- Co-Editors enjoyable, often administrators overlook pression, and stress release — than now. MARY F. GLYNN Letters to the Editor should be sent to the importance the arts play in teaching It is time that arts education is brought GARRET VIRCHICK [email protected]. students important citizenship skills of back to all Boston Public Schools. Editorial Board DEADLINE: compassion and empathy. Tony Kushner – Tracy Wagner Caren Carew The Deadline for submitting articles said that theatre was the most powerful Charlestown High School Angela Cristiani for the May edition of the Boston Jenna Fitzgerald Union Teacher is April 9th. 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 ❖ April, 2008 What are “Excess Pools” and who participates in them? If a teacher is “excessed” from their school it is usually because a position has been cut and now there are excess people in that particular program area at that building or because the student enrollment has dropped thus requiring fewer teachers based on the student teacher ratio formula. The individuals who have been excessed are invited to participate in a reassignment process called “excess pools”, where the teach- ers who have been excessed are pooled or aggregated together by program area in order to select new positions. The excessing procedure does not apply to “provisional” teachers. It does apply to “permanent” teachers and nurses who are unassigned after the transfers are final- ized. These unassigned permanent teachers are invited to an excess (reassignment) pool. “No teachers shall be involuntarily excessed from her/his school assignment after Tom Chapin Song the running of these pools.” However, in the fall, if the School Department determines that it needs to excess teachers to correct class size problems, they are able to do so. “Not more than five (5) days notices shall be required for excessing during a school year.” Highlights Concern About The contract dictates, “Excessing from a school building shall be first by volunteers within a program area, then by reverse seniority within a program area. An employee Standardized Testing: who holds seniority in a program area other than the one from which he/she has been excessed shall be offered a vacancy in the building in such other program area. If there is no such vacancy he/she will be placed directly onto a system-wide excess list.” It’s Not On The Test! “An employee exercising a right to return to the teacher bargaining unit after lay- Why this song? off or demotion (or returning from a leave of absence of more than a year) shall be s a kid who grew up in NYC, I am a great fan of America’s public educa- carried on the system-wide excess list in the applicable program area.” tion. I attended P.S. 46 in Greenwich Village, then P.S. 8 in Brooklyn The BPS Human Resources Department has projected the excess pools to be run A Heights, then on to Brooklyn Technical High School and S.U.N.Y. (as of the writing of this column) between April 14 - 18 (Superintendent’s Circular Plattsburgh. HRS-#7 ‘Staffing Reassignment and Hiring For School Year 2008 - 09’). Excess pools And now, as a father and a grandfather, I so appreciate the tough job that are conducted in the following manner. “Teachers will bid on listed vacancies in order faces every teacher. I believe they need all the help they can get: anything that of seniority. Each teacher must make three (3) bids, except that the next-to-last teacher excites a student, opens their eyes, and hearts and minds is a positive that must make two (2) bids and the most junior teacher must make (1) bid. When a makes a child invest in school. vacancy has received three (3) bids, bidding will be ceased on that vacancy. Teachers Music, art, drama and sports – these are what kept me involved when I was will be assigned to one (1) of their bids.” Teachers are limited to one (1) bid per school. in school. And these very things, that make a teacher’s (and student’s) job Teachers who are qualified in more them one (1) program area may bid in one (1) easier and more rewarding, are what’s been cut from curriculums across the program area pool only.” country. The contract states, “No teacher receiving an overall annual performance evalua- Now we are teaching by rote again – where the test, and only the test, tion of unsatisfactory will have bidding rights through the excess pools. Such teachers will becomes the reason to teach and study. be assigned to a teaching position by the Superintendent.” “Any teacher who has received It’s no secret that American industry has outsourced most factory jobs to two or more overall interim unsatisfactory evaluations between Sept. 11th and the date of other countries to take advantage of cheaper labor costs. So why are we put- the excess pool will not be allowed to participate in the excess pool. Such teachers may ting so much effort into a form of education in which there is no creativity? appeal (for purposes of participating in the excess pool only) his or her interim evalua- This is the time that our youth should be taught to think ”out of the box,” not tions to a three member panel.” “The teacher must appeal the decision to deny him/her be put into a tighter one! access to the excess pool within five school days of such denial. The decision will be This is the larger context that John Forster and I wanted to address in a rendered at least two days before the running of the pool.” The decision of the panel is satirical song for NPR’s “Morning Edition.” final. -Tom Chapin “Any teacher who receives his or her third bid in an excess pool may exercise a one- time option of returning to the excess pool in the following year.” Such a teacher must Lyrics notify the Human Resources Department of their intent to participate in the excess NOT ON THE TEST pools before the pools are scheduled to be run so that they are included in the pro- by John Forster & Tom Chapin cess. If you are a permanent teacher at a pilot school the contract reads, “Employees © 2006 Limousine Music Co. & The Last Music Co. (ASCAP) shall work at a pilot school on a voluntary basis and may excess themselves at the end of any school year.” Pilot school teachers should fill out a voluntary reassignment appli- Go on to sleep now, third grader of mine. cation and submit it directly to HR. Permanent pilot school teachers do not need approval from HR or their Principal to excess themselves. The test is tomorrow but you’ll do just fine. “Reassignment pool vacancies will be listed on the BPS website five school days before It’s reading and math, forget all the rest. each pool. BTU members will have in-school access to a computer with internet capabil- You don’t need to know what is not on the test. ity and a printer.” All seniority lists will be placed on the BPS website. The BTU runs a “mock pool” at the BTU prior to the actual excess pools in order to familiarize participants with the procedure. The exact date for the ‘mock pool’ in April Each box that you mark on each test that you take, will be included in the BTU E-Bulletin. Remember your teachers, their jobs are at stake. Your score is their score, but don’t get all stressed. When can we change our Health Insurance plans, They’d never teach anything not on the test. and what happens to the coverage of someone who is returning from an unpaid leave of absence? Your School Board is faced with no child left behind City of Boston Employees join or change health plans by contacting the Health With rules but no funding, they’re caught in a bind. Benefits and Insurance Division (Group Insurance) located on the 8th floor of Boston So music and art and the things you love best City Hall, telephone 617-635-4570. Open enrollment is the window of time when you can change your type of health Are not in your school ‘cause they’re not on the test. insurance plan, or sign up for the first time if you’ve missed another deadline. This period is held annually for 5 weeks, from April 1st through the first week of May. Sleep, sleep, and as you progress Those wanting to partake in open re-enrollment must contact the Group Health In- You’ll learn there’s a lot that is not on the test. surance Office at City Hall. If a teacher takes a leave of absence and decides to let their insurance lapse during their leave, they must sign up to reinstate their health insurance during the Spring open-enrollment period prior to their return in the Fall. Debate is a skill that is useful to know, The individual will have to pay premiums out of pocket beginning on July 1 through Unless you’re in Congress or talk radio, September 1 after which time; deductions will be taken from their paychecks. Their Where shouting and spouting and spewing are blessed insurance will take affect July 1 as a result. Some people have assumed that because they have their job back, the insurance is just automatically reinstated – this is not the ‘Cause rational discourse was not on the test. case. These deadlines are hard and fast. During the year if a teacher gets married/divorced, has a baby, or the spouse Thinking’s important. It’s good to know how. who carried the health insurance for the BPS teacher loses their job, then the BPS And someday you’ll learn to but someday’s not now. teacher has 30 calendar days to notify and submit proof to Group Insurance of this event in order to qualify for the change to be made in their health insurance coverage. Go on to sleep, now. You need your rest. Don’t think about thinking. It’s not on the test. Know your rights! I’m fighting for you, let’s stand up together! BTUnity! (Reprinted with permission of NotOnTheTest.com) BOSTON UNION TEACHER ❖ April, 2008 ❖ 3 The TESTS Are Upon Us Once Again! Television Review: Lesley M. Ryan Tapped Into America’s Forgotten Dear Teachers, Urban Communities: The TESTS are upon us again. oject, ere just completing our biography/autobiography pr Examining HBO’s The Wire My SEI fifth-graders w nold Arboretum, and learn- s at the Ar alled one of the best dramas documents how these agencies inter- getting excited about exploring ecosystem hen we had to suspend ev- oston’s Abolitionist Movement, w on television, HBO’s The act and the financial strain it takes to ing the story of B oficiency Assessment assachusetts English Language Pr Wire is more than just enter- have all of these entities run effec- erything for the M y-enriching poetry be- C still hoping to squeeze in a little vocabular tainment. It’s a social commentary on tively. When more funding is needed (MEPA). I’m rts MCAS—followed closely by fore my class takes the English Language A urban cities across the nation seen to support law enforcement, that fund- MCAS testing in math, science, and social studies. through the city of Baltimore. As a ing often comes at the expense of one ith my students is my own pas- fearless and unflinching portrayal of of our most valuable public assets, the I love teaching. The greatest gift I can share w some of Baltimore’s most destitute public school system. In some com- heir engagement as young scholars, the intensity of faces areas, it’s a window into a life we munities, this fundamental compo- sion for learning. T portant ideas, and the sparkle in their uggling to grasp and remember im would never have known and events nent along with a nurturing home str ledge as their own are all part of the eyes as they seize a new piece of know that wouldn’t make national head- environment is slowly falling into a ing educated citizens—a process I feel privileged to guide process of becom om here to where want you to be,” lines. The importance of this story, state of disrepair. itness. “Learning is all about getting fr The Wire and w munity.” however, is no less relevant or pow- The fourth season of fo- I tell them. “You are the future of our com erful because the story has gone un- cuses on schools. To an urban educa- e actually teaching because of these told. In fact, I would argue it is impera- tor, it offers an inside view into the But I find myself spending less and less tim e not getting every- tive that we acknowledge the failings politics and behind the scenes man- y heart that most of my students ar Tests. And I know in m easurement of and dysfunction inherent in our soci- agement of a large city school system. ake these tests a meaningful and valid m thing they need to m ety as they are represented through Most importantly, it shows some of their potential. the lens of The Wire. That is the only the daily trials and tribulations that o- es a year, over two to three weeks, and tw way we can truly progress as a civili- our students face and sometimes My fifth-graders are tested three tim EPA and MCAS tests, my children’s aca- zation and as Ameri- overcome. It also hours a sitting. In addition to the M d-9s, GRADE, and the e shaped by the MELA-O, Stanfor can people. highlights the re- demic aspirations ar uctional time. Yet, at ver-testing imposes serious limitations on instr Each of the five sidual effects Aprenda. O ent emphasizing prepara- seasons focuses on that our students y turn, there is a new activity, poster, or punishm ever the interactions be- bring to class tion for The Next Test. e- tween different con- with them every- Mass-Boston examined the impact of education r stituents in the ur- day. It enlightens The Gastón Institute at U eporting that “High-stakes test- form on Latino children in Massachusetts and r s that ban, political and edu- and reminds us cational sectors. The as teachers ing ignores the fact that children in urban schoolsmation are to clustered guarantee in accesssystem to the have not yet undergone substantial transfor people and storylines about the risks ness is due to the fact that, at this point, knowledge being tested. This unfair rotate to highlight our students face only the students—not teachers, not principals or superintendents, notte, schools 2002). how the various dy- and the resil- bear the burden of the gap” (Uriar of education or state regulators— namics between ience they con- nglish schools, politics, sistently demon- EPA benchmarks recognize a role for social E For example, while the M I students from crime and the media strate. It reminds ic language, the routine segregation of SE in acquiring academ —severely limits their op- shape our society us of our prom- eam” students—even during recess periods and the people who ise to them and “mainstr eas of academic content, little at- portunities for practice. Likewise, in other ar comprise it. It shows why we dedicate tention is devoted to the actual process of second —instead,language acquisition, the exclusive or emthe- how each piece is ourselves to important contribution of native-language literacy - connected and how their intellectual poses a double burden on students’ com phasis on English-only instruction im one affects the oth- and personal bet- prehension of key concepts. ers, both positively terment. How- est. Fear often gets in the way of giving and negatively. The Wire does not ever, it also tells the reality that issues My children tell me that they fear The T m poorly on play favorites, nor does it protect the happening outside school walls ulti- e of my brightest students perfor their best effort, and even som —most of innocent. It allows us to at once see mately affect what happens inside der to shelter my immigrant students Test Day. And it is getting har the strengths and weakness of our school walls. Overwhelmed, under- nglish—from internalizing the experience of whom are not yet proficient in E ent, these tests are society, and thus ourselves, by allow- valued teachers working in a finan- om stimulating academic achievem repeated failure. Far fr et, this dilemma is not likely ing us to forge emotional bonds with cially strained school system ensure undermining their budding identities as scholars. Y characters whose fates we cannot the dissolution of one of the most im- to go away. impact. Fates that are decided in the portant ingredients of any civilization, epare the room, and themselves, ornate corridors of judicial buildings, quality education. Without that, the ednesday I will ask my children to pr Next W earrange desks, pass out packets of the crack pipe ridden alleys and even social ills we fear most will manifest for The Test. We’ll do the “brain dance,” r umber-2 pencils, and sit in silence filling in the the overcrowded, under-funded themselves in many facets of our so- sugarless chewing gum and N y classroom er student, José (who entered m schools. ciety in the form of crime, a growing bubbles. And the voice of a form ill be ringing in my ears: “¿Maestra, cuantas veces les The concept of civilization assumes social divide and of course, racism. with no prior schooling), w ” (“Teacher, that we are willing to forfeit certain [The five-year run is over, but you probar a esta gente que no se leer ni escribir en ingles? tengo que com rite in freedoms in favor of safety and the can get the DVDs. Start with season es do I have to prove to these people that I cannot read or w how many tim order of institutionalized living. Some one because the characters are devel- English?”) of those institutions include our pub- oped over the whole five years.] lic schools, government offices and (Lesley M. Ryan is currently a New How dare anyone call this “education”? Berta law enforcement. The Wire clearly Teacher Developer.) New Book Describes Boston BTU’s Jenna Fitzgerald Participates in Boston “Memoir Project”… School Teachers 75 Year Struggle (continued from page 1) oston author Joseph Marr Cronin devotes a chapter to the struggles The “Memoir Project” gives seniors the opportunity to turn their memories into pub- Bof women teachers in Boston to achieve salary equity in the decades lished accomplishments representing thousands of families who have paved the way for all before collective bargaining. Then he analyzes the two major strikes and of us. Grub Street is a non-profit writing center dedicated to nur- thirteen BTU contracts negotiated since 1965, and the court fights and turing writers and offering workshops and seminars to encourage controversies over Boston schools. Cronin was a teacher, principal, and develop the human impulse to create. Harvard professor who coauthored the 1970 report on Boston schools The generations represented in this book reside in the North and later became the first Massachusetts Secretary of Education. He was End, Roxbury and South Boston, with the next group from President of Bentley College, Dean of Lesley University, and teaches at Charlestown, Chinatown and East Boston to be included in a sub- the Boston University School of Education. The book is entitled Reforming sequent book. The Mayor wants to cover the city with this project Boston Schools 1930-2006: Overcoming Corruption and Racial Segregation and have every neighborhood recognized, with the end result and is published by Palgrave Macmillan in a new urban education series. that when completed every Boston Public Library will have cop- ies of memoirs from all the neighborhoods. He will give free author talks on these dates: This is the beginning, capturing these stories to document Wednesday, April 16 – 6 PM – Longfellow Hall, Cambridge, Mass. the living history of Boston providing a greater understanding (Harvard Ed School) of the city’s past and present. Hopefully, this book will teach Wednesday, April 23 – 6 PM – Rabb Lecture Hall, Boston Public Library, future generations to also record their memories for posterity. Copley Square I was one of the participants who had the honor and privilege to author a short story for Sunday, May 4 – 10 AM – Trinity Church, Copley Square (downstairs) the book. On March 12, 2008 at Borders Book Store on Boylston Street in Boston, there was a book-signing event for the first group of writers published, and I was thrilled to share The book is available on Amazon.com. in such a rewarding activity. 4 ❖ BOSTON UNION TEACHER ❖ April, 2008 Students at Health Careers Academy Get Involved: Changes for Congo’s Children – “Our Rights, Their Rights, Human Rights”

tudents at Health Careers Acad- lage, we all ran away. In our flight, the to have a chance to improve their lives. Semy (HCA) are changing the way they soldiers captured all the girls, even the They need an education to be trained in look at the world; a world that is filled with very young. Once with the soldiers, you a skill so they can survive on their own. technological gadgets ranging from the were forced to “marry” one of the sol- Mr. Mukosa pointed out many times that newest iPods to the newest diers. Whether he was as old as your fa- child soldiers rejoin army forces in their homemade videos on ther or young, bad or nice, you had to own communities because they cannot YouTube. We think of them as accept. If you refused, they would kill you. reintegrate into their communities. Generation X, they think of This happened to one of my friends. They “They demanded to see my army re- themselves as the leaders of would slaughter people like chickens. lease paper and tore it up. They accused tomorrow. Raising the leaders They would not even bury the bodies my father of sheltering a deserter and of tomorrow was the funda- they slaughtered... I even saw a girl who beat him to the floor. Then they turned mental idea behind Reebok’s refused to be “married” being tor- on me and started to beat me. They tied Human Rights Student Advo- tured…” me up and led me off to their military cacy Program. Reebok Once these young children leave the position. I was so frightened that I pleaded launched this human rights armed forces; they feel rejected by their with them; I said I would work for them.” program to inspire students to own community because they are consid- Mr. Mukosa was very impressed b the take the role of leaders to edu- ered criminals. The girls are ostracized hard work of our students and their de- cate the public and them- by their families because they have been sire to help children in the Democratic selves about the human rights raped and many of these young girls have Republic of the Congo. He said that, violations occurring in the one or two children to care for. “Sometimes one spends a day doing world. Fabienne was 13 when she was ab- something and it’s not worthwhile, today A group of students at ducted in Burundi by combatants she is a special day for me. Today, I realized Health Careers Academy is believes were members of an armed op- that miles away from Africa, people care working very hard to promote position group. “I don’t know how many for our children.” awareness of the human rights violations men had sex with me. A man would (Submitted by Angela Cappucci from of children in the Democratic Republic come, then another and another” she Health Career Academy.) of the Congo. Children in the DRC are said. “You couldn’t refuse... they said References being forced into the army, raped, killed, they’d kill you if you ran away.” 1. Amnesty International Press Release or have their families killed. As human Mr. Mukosa’s work has inspired our 2. Amnesty International Child Soldiers Abandoned in the Democratic Republic of Congo rights leaders, students at HCA are join- students to be advocates for those chil- 3. Amnesty Intranational Childhood denied: child sol- ing forces with Christian Mukosa, a dren. They want the children in the DRC diers in Africa Human Rights Leader from the DRC. Together they are helping the child sol- Human Rights Celebrity Event diers in the DRC to be reintegrated into their communities. These child soldiers Changes for Congo’s Children need to change their lives; they need a place to live, a place that they can call “Our Rights, Their Rights, Human Rights” home. They need an opportunity to live without being afraid for their lives. As one To benefit the child soldiers in the of our students said, “I never imagined there was so much suffering in the world. Democratic Republic of the Congo, Africa Here in the United States, we take every- thing for granted.” Yes, we talked about When: Friday, April 18 – 6:30- 8:30 pm changes; changes that affect how we look at the world. We organized our Human Where: John A. Shelburne Community Center Rights Rally and we called it Changes for 2730 Washington Street Congo’s Children - “Our Rights, Their Roxbury, MA 02119 Rights, Human Rights” because we be- lieve that every human being deserves the right to live. We believe that forcing Sponsors: Health Careers Academy and children into the army is inhumane and we believe that what happens on the other Reebok4real side of the world should matter to us. On January 21st, Mr. Christian Special Guests: Boston Celebrity players Mukosa flew all the way from Africa to meet the students at Health Careers Academy. As he talked about the cruelty Admission tickets: that is going on in the DRC, his voice Students and Adults: $10.00 trembled. We could feel the pain and the anger that the war has caused him. Mr. Children under 10; $5.00 Mukosa stated that children as young as One free raffle ticket for each admission. the age of eight years old were forced into the military; young girls are raped and used as wives for the soldiers. Everyone invited! “When the Mayi-Mayi attacked my vil- Pension Reduced by 20% – Health Insurance Contribution to Soar by 50% By Sandra M. Carle & Lawrence J. Connolly tion for HMO premiums will increase by 50% Co-Chairs, even if the cost of the plan does not increase BTU/RTC Legislative Committee (a highly improbable occurrence). The cost he caption is frightening, but it actually is of POS premiums will increase by 33 1/3%. Ttrue. Fortunately, the pension reduced is Health insurance costs will be a major prob- the one you receive from the Boston Public lem for public employees and retirees for the Schools Teacher Retirement System – the so- foreseeable future. While they hit everyone called “small pension.” On May 1, 2006 it was hard in the wallet, re- BTU/RTC Legislative Committee Report reduced by 20% from $15 per month to $12 tirees are more se- per month – not a life-altering event, but non- verely affected, as they receive no offsetting the-less a precedent setting event that should increase in income and must absorb the en- point out the need for vigilance. The 50% in- tire impact of any increase. This is why we crease in health premiums will take place over must demand a just COLA to our pensions so the next year and a half when all contracts are we are not overwhelmed by the increasing settled. By then, employee/retiree contribu- (continued on page 6) BOSTON UNION TEACHER ❖ April, 2008 ❖ 5 Commentary: Garret Virchick The Dimensions of an Effective School System: Monitoring and Assessing Student Progress hen the Boston School Com- Standardized tests were never meant standardized testing and to ensure The School Committee mittee adopted the Eight Di- to drive instruction. But in our schools that evaluation of students, teach- doesn’t get it all wrong. They Wmensions of Effective Teach- we are not being asked to simply review ers and schools is fair, open, valid expect us to use a wide vari- ing their hope was that explicitly stating MCAS data to look for trends and areas and educationally beneficial. They ety of tools to measure aca- how teachers might advance their prac- of challenge. We are being asked to get state, “NCLB rests on false as- demic growth. Exemplary tice based on a clearly defined continuum our students to “pass” the test even if it sumptions – e.g., test scores equal teachers are expected to of standards would improve teaching and means devoting countless hours to test educational quality, and sanctions weave student notebooks, learning in the Boston Public Schools. Of prep. We are being asked to teach to the based on low test scores drive folders and portfolios into course, for this to occur, the standards test. And this is all because the law of the school improvement. As a result, daily academic life as a means set forth would need to be good standards land, No Child Left Behind (NCLB), man- it offers false remedies that are not Garret Virchick for ongoing assessment. (It that are aligned with how students learn. dates it. working. would be nice if teachers didn’t have to The schools in which students and teach- This is causing teaching and learning Since NCLB was signed, reading spend their own money for the note- ers interact must be adequately funded to regress. And that would be true even scores on the National Assessment of books). But all these expectations that with the necessary resources. And the if we were to get every one of our stu- Educational Progress (NAEP) have stag- rightly call for multiple assessments of laws of both the Commonwealth and the dents to “pass” the test. Teaching and nated, and the rate of improvement in students ring hollow as long as the state country that effect teaching and learning learning is not about trying to pass a test. math has slowed. The neediest children misuses standardized tests to label stu- must be fair. It is about discovery. It is about inquiry. in our nation continue to receive an un- dents and schools. When monitoring and assessing stu- It is about a teacher taking a child from equal and inadequate education. In There are many voices standing up dent progress teachers are expected to: where they are and moving them for- Texas, for example, the “achievement” against the abuses of NCLB and high Administer frequent formative assessments ward. But we aren’t being asked to cre- gap narrowed on the state test but wid- stakes testing. It is not enough to say it is and analyze results independently and ate wonderful explorations for our stu- ened on NAEP. The façade created to the law of the land and we have to abide through grade-level teams as well as review dents, we are being asked to get them to portray Houston and “the Texas Miracle” by it. Is the School Committee willing to MCAS and other summative assessments pass a test. as national models crumbled. Similar join this just struggle? Until they do we to identify trends and areas of continuing The Cambridge-based National Cen- problems are surfacing in other states. will have to say they are “in need of im- challenge. On the surface this looks fine. ter for Fair & Open Testing (FairTest) The U.S. cannot test its way to better provement” when it comes to the Dimen- But reality is another matter. works to end the misuses and flaws of schools.” sions of an Effective School System. Pension Reduced by 20% – Health Insurance Contribution to Soar by 50% (continued from page 5) We’re Back!!! costs of every day necessities such as delegation coordinators. That will be fol- s some of you may remember, health care. lowed by lunch in the Great Hall/Grand A in the union’s past history we Back in 1975, retirees received a Staircase beginning at 11:30 AM. Buses used to run an annual Holiday Golf COLA of 11% on a base of $6,000. While will begin departing from Beacon Hill at Tournament on June 17th of each that doesn’t sound great in today’s dol- 12:45 PM to return to the BTU Hall. year. This year the BTU and RTC is lars, a teacher retiring on maximum sal- Much work is going into the planning reviving an old tradition with a mis- ary in 1974 would receive a pension of of this day to make it work smoothly and sion to raise funds for a host of wor- slightly over $12,000. Therefore the $660 so that it is a pleasant and enjoyable day thy charities. So far this year the COLA was meaningful as it was 5 1/2% for all who participate. We need your co- RTC has raised funds for the USO of the total pension. operation by signing up as soon as pos- and ALS. Today, a retiree who retired in 2007 sible so we may prepare folders, order In a cooperative effort by the on maximum salary would receive a pen- lunches, hire buses, etc. Your timely re- BTU and RTC, Dave Donovan and sion of over $66,000 and will get a COLA sponse makes the task easier and for that Mike McLaughlin are planning the of 3% on a base of $12,000. Not only is we are most appreciative. the BTU/RTC Legislative Committee, revival of this old tradition to raise this COLA $300 less in actual dollars than Again, if you have not already signed 180 Mount Vernon Street, Dorchester, funds for the new RTC Charities in 1975, but the $360 COLA is meaning- up, please so now and return this form to MA 02125. Fund which will benefit a number less as it represents only about 1/2 of 1% of worthy charities as well as pro- (0.00545%) of the total pension. SIGN UP TO ATTEND THE BTU-RTC vide a day of fun and prizes for our Prior to 1976, COLAs were automatic. members, their friends and/or rela- The percentage was based on the previ- “DAY ON THE HILL!” tives who might wish to join us in ous year’s consumer price index (CPI). this cause. In 1975, the legislature repealed this, ef- As you can well imagine an event fective 1976. Chapter 17 was written so of this magnitude takes a great deal that upon approval of the governor and PLEASE RETURN BY MAY 1, 2008. of work and effort to bring it to frui- the legislature a COLA of up to 4% could I will attend the “Day on the Hill” on May 13th, 2008. tion and depends on the help of a lot be voted. Under this system NO COLA of people. We will need the help of was voted in 1989, 1990, 1991, 1993, 1995, Name ______our members and players to procure and 1997! sponsors and prizes for this event. Without constant pressure on our po- Guest Name ______In the very near future we will have litical leadership, we will see our benefits details on how you can help take part gradually disappear. Retirees cannot go Address ______in the tournament as a player or a on strike to preserve their benefits, but (# and Street) (City/Town) (Zip) helper. Even if you do not play golf they can still be seen and heard. When you can take part in helping a wor- you gave up your job you did not give up Phone Number ______E-mail ______thy cause. your vote. In all elections, be it at the BTU, There will be more information City Hall, State House, or White House, My State Senator ______coming shortly and you can call Dave you must make your voice and vote count. Donovan or Mike McLaughlin for The silent majority is the ignored major- My State Representative ______details, applications for player and vol- ity. The squeaky wheel gets the oil. unteer opportunities for helping to On May 13, 2008, we need all our ____ I will ride the bus to/from the Union OR make the First Annual Holiday Golf squeaky wheels at the State House. You ____ I will meet you at the State House Tournament a reality and a success. have already received a letter to sign up Information will be coming soon for our Fourth Annual Day on the Hill. It I will remain for lunch: YES or NO (Please circle) on the BTU Website or call 617-288- is imperative that every able-bodied 2000 to speak to Dave or Mike. BTU/RTC member be at the State House on May 13, 2008. Otherwise be prepared for more attacks on your health insurance and pension benefits. RTC ALERTS • RTC ALERTS • RTC ALERTS • RTC ALERTS We will meet at the Boston Teachers Union Hall at 8:30 AM for a briefing and RTC DAY ON THE HILL- MAY 13, 2008 continental breakfast, followed by the HEALTH INSURANCE SEMINAR - APRIL 9, 2008 -10 AM-12 NOON boarding of buses to the State House at 9:15 AM. Others may choose to meet us BTU - RTC CHARITIES GOLF OUTING - JUNE 17, 2008 directly at the State House prior to 10 AM The RTC will be sponsoring a Health Insurance Seminar on Wednesday April 9th from 10-12 noon for the informa- (approximately 9:45 AM). Upon arrival tion and benefit of our membership. BTU consultant John Brouder will be available to explain the ins and outs of the at the State House we will assemble in various health plans as well as Medicare, and so on. the Gardner Auditorium for a short gen- The open enrollment period for signing up for health plans, changing health plans and so on takes place during the eral session. From there, individual del- month of April. This seminar is indeed timely and beneficial for helping you to make decisions about your coverage. Please egations will proceed to visit our senators make an effort to attend, gather information and have your questions answered. This is your opportunity to get the and representatives with their assigned information needed to make informed decisions. 6 ❖ BOSTON UNION TEACHER ❖ April, 2008 No Child Left Behind Leaves Behind Too Many Special Needs Students BTU Members Stand Up For Their Students his month in the BTU Bulletin, the tions for her students, has introduced sometimes means that a 3rd grade stu- return to those days. We are looking for SPED Faculty Senate talked about some lower level books. But the selec- dent, for example, is working out of a a reasonable and logical teaching ap- Johnny, who is in a 5th grade .4 tion is not adequate and there is nothing simple primer that is designed to teach proach that values the experience that we T st nd classroom, reading at a mid 1 -early 2 available in the school book room. the “g” or “m” sounds. That student is bring to the table as educators. We do grade instructional level. At his team Teachers believe that many special also being read to out of the grade level have high expectations for each and ev- meeting his mother reported that for 2 education students are capable of learn- textbooks and reading books on the same ery student. We also have different ex- years she has been doing his 4th and 5th ing in a classroom with accommodations. topic as his peers but at an easier read- pectations within a curriculum unit, a grade homework since he has no idea One teacher has fought for and is getting ing level. Wait a minute – doesn’t that school year, and even within a school life- how to do any of it. His math teacher re- a Kurzweil System to support students sound like differentiated instruction? time for individual students. No Child Left ported that although he is able to learn in English Language Arts. But she asks In a textbook that was used as part of Behind should not be used to stifle our some basic skills like adding 3 digit num- “why isn’t it coming from top down, from a continuing education course offered ability to teach or to limit the type of in- bers and using pictures to illustrate the district down – my humble opinion.” An- through BPS, Carol Ann Tomilson struction each individual student needs concept of fractions, he fails his 5th grade other teacher noted quite poignantly that wrote, “In differentiated classrooms, to meet the expectations their families, math test every week. Team members her students “had to take the BPS Social teachers begin where students are, not teachers and they have for themselves. asked “Shouldn’t we be teaching Johnny Studies Mid Term, the ELA Midyear As- the front of a curriculum guide. They ac- We hope to continue the dialogue to read with books at or slightly above sessment, and now they have to face cept and build on the premise that learn- within the BTU on this topic. We also his independent reading level? Shouldn’t MCAS. These assessments are beyond ers differ in important ways. Thus, they hope to bring others into this dialogue, Johnny be having math tests that show their frustration level and do nothing but …act on the premise that teachers must including lawmakers, parents and BPS him what he has learned?” The pro- make them feel inadequate. They are so …instruct through different learning administrators. grammed response from the administra- demoralized that most have given up try- modalities, by appealing to different in- We have heard from some teachers tion, although unintentional, was cruel, ing. It’s heartbreaking to watch them and terests, and by using varied rates of in- that this will never change. We do not “I have high expectations for all our stu- incredibly difficult to manage the behav- struction along with varied degrees of accept that. It has to change! dents and instruction at grade level is part iors that their frustration produce.” complexity.” * But that course was of- (Submitted by Marjie Crosby, Occupa- of the No Child Left Behind law.” Cruel SPED teachers were not the only ones fered several years ago before the one tional Therapist, for the SPED Faculty Sen- may seem like too strong a word but what with concerns on this subject. We heard size fits all thinking had taken over. ate.) else can you call insisting that a student from several teachers involved with En- The No Child Left Behind movement *Tomilson, Carol Ann; The Differentiated Class- take a test every week that he knows he glish Language Learners. One suggests did raise a valid and important concern. room; 1999; pg 2. will flunk. What message are we giving that NCLB should be renamed “New Previously, in some settings special edu- this student? And talking about expecta- Child Left Behind” to refer to newcom- cation students were not expected to You can send comments to the Spe- tions – Johnny’s parents and those of us ers who have interruptions in their for- make significant gains and curriculum cial Education Faculty Senate at: who work in the classroom with Johnny mal education. High School students who and teaching did not help all students to [email protected] and students like him do in fact have real may be reading at a 1st grade level are reach their potential. Some English lan- We meet monthly and all are welcome: expectations for him. And that is why it expected to follow the same curriculum, guage learners were kept isolated, out of Thursdays, April 17, May 15 at 4 pm at is so frustrating to be told that the vari- read the same primers and pass the same the mainstream. We are not looking to the BTU office. ety of ways we have learned to teach stu- exams as their peers. She believes that dents at different academic levels is off “school administrators should be con- Tom Cavanaugh Memorial Blood Drive May 29th… limits – one way only – every 5th grader scious of their demands on both teach- (continued from page 1) in the city needs to be on the same page ers and students so that we stop blaming in the math workbook. the victim.” Below are some facts about blood and blood donation from the Red Cross. We asked to hear from other BTU We consulted with some students. A 1. More than 4.5 million patients need blood transfusions each year in the U.S. members whether they had students in fourth grader explained it this way. “You and Canada. the same situation as Johnny or if perhaps can’t expect a kid that does not know how 2. 43,000 pints: amount of donated blood used each day in the U.S. and Canada. they had some more positive experiences to catch a ball to be part of a basketball 3. Someone needs blood every two seconds. to share. Johnny is unfortunately far from game. Teach him to catch the ball first, 4. About 1 in 7 people entering a hospital need blood. alone and there is no guarantee that life then dribble, then shoot, and then join 5. One pint of blood can save up to three lives. in middle school will be more promising. the game.” But what should we do in gym 6. Healthy adults who are at least 17 years old, and at least 110 pounds may A middle school math and science while that student is learning these basic donate about a pint of blood – the most common form of donation – every 56 teacher reported that teachers in her skills? “Let some kids play 4 square – days, or every two months. Females receive 53 percent of blood transfusions; building have been written up for divert- everyone loves that.” males receive 47 percent. ing from the prescribed curriculum even Fortunately we did also hear from 7. Four main red blood cell types: A, B, AB and O. Each can be positive or nega- though most students in the class are test- some teachers who have been allowed tive for the Rh factor. AB is the universal recipient; O negative is the universal ing at the 2nd grade level. ELA teachers and even encouraged to take a more com- donor of red blood cells. are not allowed to teach students to read mon sense, educationally sound and 8. One unit of blood can be separated into several components: red blood cells, because that does not fit into the Read- kinder approach. One paraprofessional in plasma, platelets and cryoprecipitate. ers and Writers workshop model. The an integrated second grade class works 9. Red blood cells carry oxygen to the body’s organs and tissues. BPS math department has created a dif- individually with students to teach basic 10. Platelets promote blood clotting and give those with leukemia and other can- ferent test for the advanced work class reading skills at the students’ current cers a chance to live. but not one for our .4 students. In a middle reading levels. An elementary school re- (Submitted by John Enright from Madison Park Technical Vocational High School.) school social studies class the reference source room teacher reported that she and library books are above the students’ uses Project Read to teach basic decod- third grade reading level. This social stud- ing skills to students who are struggling BTU Tom Cavanaugh ies teacher, who also has high expecta- with the regular reading program. This Memorial Blood Drive

American at the BTU Hall Sign Up Now for the Nancy M. Strunk Red Cross Memorial Scholarship Thursday, May 29, 2008 ancy M. Strunk was an outstanding health educator, administrator and 10:00 am – 5:00 pm Nsupporter of the health of students in the Boston Public Schools. Her career was dedicated to health promotion and disease prevention for children and All donors will receive a free T - Shirt their families. This Scholarship Fund has been developed by colleagues and friends of Nancy Strunk in order to keep alive her memory and pass along to Any questions, contact Pat Mullane young people her commitment to fostering a healthy lifestyle in young people. Free Raffle, Email: [email protected] Thank You for To be eligible, a students must have been accepted and plan to attend a post- 4 Prizes or call the BTU – 617-288-2000 Your Support secondary educational institution with a major interest in health. The applicant must submit an essay of 500 to 1,000 words (3-5 pages, typed, in 12 point font Walk-Ins Welcome Walk-Ins Welcome and double-spaced). In this essay, the senior will be required to tell us: (1) about himself/herself, (b) tell us what prompted him/her to choose this area Donors can send an e-mail with your name, school, of study and (c) how completion of this course of study will fulfill his/her goals phone # and preferred time to donate to: [email protected] and aspirations. or Fill out the form below and return it to the BTU, attention: Ms. Shea The application must be accompanied by two letters of recommendation. One letter must be from the individual who nominated the senior unless the senior nominated him/herself. A self-nominated senior must send two letters Name: ______of recommendation in addition to the essay. Nominees must send both the original completed application form with the School: ______essay and two recommendations and a complete copy of the packet postmarked Phone: ______April 15, 2008 or hand delivered by noon April 15, 2008 to Mr. Phillip Robinson, Grover Cleveland Middle School, 11 Charles Street, Dorchester, MA 02122. Preferred time to donate: ______Email address: [email protected]. Please return to: Maureen Shea ma.us. Please note: Late applications will not be accepted. c/o BTU Local 66, AFT-MA For further information, please contact Mr. Phillip Robinson at 617-635-7891 180 Mt. Vernon St. AFT, AFL-CIO ext. 113. Dorchester, MA 02125 BOSTON UNION TEACHER ❖ April, 2008 ❖ 7 Snowden High School’s Chinese Exchange Teacher Re-Visits Boston School hosts 20 Chinese High School Students

A fter spending a year as an exchange in a few teacher exchange teacher at Snowden, Gong Yan returned programs and has had to China in 2002 never imagining she many Chinese and Japa- would return to Boston within a few years nese exchange teachers with twenty of her students, including her over the past decade. daughter. She was in Boston recently as These teachers generally Snowden International School hosted a stay for a year and teach visited by the Nanjing Normal University either upper level language Affiliated High School. or culture classes. Most of The Chinese Students did home stay the Chinese exchange with students from teachers that come to the Snowden Interna- United States never have tional School and an opportunity to re-visit some Boston teach- the U.S. It is generally quite ers. The Snowden stu- expensive on a teacher’s dents doing the host- salary and it is not easy to Snowden students teach the latest dance steps. ing were students in obtain a U.S. visa. the Chinese Language Snowden also has other special the city. On the first day one student took classes at Snowden. courses and activities to help reinforce his hosted student to a Snowden basket- The home stays were the theme of international studies. In ad- ball game. Sitting him with the coach to coordinated by Ms. dition to in-school activities, teachers make sure he got a good view of the game Lin Liu, the Chinese have written grants enabling travel for the and also was being watched over while Language Teacher. students of Snowden. For three of the the Snowden student played and inciden- The students from past four summers teachers have suc- tally scored 26 points. Nanjing are participat- cessfully written grants to take students ing in an International to China to participate in a community Baccalaureate pro- service program. Currently teachers are Haley School teacher Mary Clarke with gram in their school in China. Much of waiting to hear about a grant to bring stu- The visit itself was extremely success- the two students she hosted. their instruction is in English, preparing dents to Cambodia this summer. ful due to the extra help and support of them for the possibility of attending col- the Boston Teachers. Lin Liu provided lege abroad. They arrived in New York a large amount of support in the school, in late January, a week before their ar- coordinating the in-school visit, recruit- rival in Boston. During that time they While the visit to Boston by the Chi- ing students and even hosting students participated in a Model United Nations nese students was a typical visit in many herself. John Abbott from Snowden also Program at the University of Pennsylva- ways, Freedom Trail, MFA, etc., it was hosted and helped out during the visits nia as well as short tours of New York made special by the little things the with coordinating the travel of students and Washington, DC. While at Snowden Snowden students did to show the stu- and hosts. Mary Clarke from the Haley the students gave some presentations to dents from China what Boston is like. The School also helped out and hosted two classes about their language and life in Snowden students were instrumental in boys. Her Chinese students were thrilled China. the success of the visit. They welcomed to stay in her house and to get to use some With the school theme of International them to Boston, and their homes and of her husband’s tools in his workshop. Studies, all Snowden students take 4 families. They helped them see the city, It was wonderful for Mary to open her years of a language, Chinese, Japanese, did a variety of things with them from house for these kids and Snowden. French or Spanish. Snowden participates cooking to shopping to traveling around While Snowden teachers and students went to great lengths to host the students from China it was evident that Snowden also benefited a lot from the visit. On the Gong Yan with a former last night a dinner was hosted by Gong Snowden student. Yan to thank Snowden for hosting her students. It was a wonderful surprise to hear so many Snowden students get up and give a speech about how much they enjoyed and benefited from the hosting experience. The Snowden students thanked the students from China for the wonderful opportunity of meeting them and learning about their cultural differ- ences and similarities. Gong Yan and her students have re- turned home. I know they had a wonder- ful time. It was a successful visit to Bos- ton. It was nice to welcome back a former exchange teacher and her students into the Snowden Community. I think Snowden International School should be proud for participating in this activity. (Article and pictures submitted by Kevin Freeley of Muriel Snowden High School.) Chinese exchange students get their picture taken with John Harvard.

A Snowden host shares a laugh with a Chinese exchange student.

Snowden teacher Lin Liu with exchange students. 8 ❖ BOSTON UNION TEACHER ❖ April, 2008