Wednesday, March 30, 2011

Teacher Contracts in Jeopardy

Teachers May Not Receive ContractsHouse Vote Likely on Wednesday, March 30
Teacher Contracts in Jeopardy

If you are a current first, second and possibly third year annual contract teacher working to obtain your PSC, Florida Legislators are working to take that right away, too!

Members of the House are poised to vote on ending Professional Service Contracts (PSC) for all current first, second and possibly third teachers. Take Action - Contact your legislator, Today.

One of the questions FEA has received about SB 736 is whether or not current first and second year teachers will be eligible for Professional Service Contracts (PSC) (See Frequently Asked Questions #28).

CS/HB 7087/7091* aims to end that speculation by eliminating the language which would allow first and second year teachers to be eligible for PSC. These bills have sped through the legislature and are scheduled to be heard on the Floor of the House on Tuesday, March 29 with final vote by the House likely on Wednesday, March 30.

These bills repealed some obsolete language for programs which were no longer funded or under-utilized. As legislators went through the amendment process with these bills it became clear they were trying to ensure that PSC would not be available for current first or second year annual contract teachers. This group of teachers, if these bills pass both House and Senate, will only be eligible for annual contracts. When these teachers were first hired, they were told that after 3 years of successful service they would be eligible for PSC.

Take Action - Contact your House Representative, Today.

Tell them to stop the attacks on teachers. Let them know that you have worked hard to earn your Professional Service Contract. You deserve to obtain it and keep it. This is nothing more than another broken promise.

Tuesday, March 22, 2011

A Letter to Scott Walker From a Wisconsin Teacher

A Letter to Scott Walker From a Wisconsin Teacher

 

By Adam Weinstein

 

Via one of our Tumblr chums, Positively Persistent Teach, here's an open letter from one high school social studies teacher, Eric Brehm of Endeavor, Wisconsin, to Gov. Scott Walker, asking about the impacts of his "budget repair bill." It's lengthy and worth reading-and passing on-in its entirety. You can also read up on Brehm at his blog, Bang the Bucket. In his own words:

 

On Saturday, February 19, 2011, I sent the following letter to Wisconsin Governor Scott Walker. It has since been re-posted and blogged a number of times, for which I am grateful.  However, this blog would not be complete unless I included a copy of it here.  And so, here is where it all began:


To the Duly-Elected Governor of Wisconsin, Scott Walker (and anyone else who gives a hoot):


It has only been a week, and I grow weary of the political struggle that your Budget Repair Bill has caused.  I am tired of watching the news, though I have seen many of the faces of those I hold dear as they march on the Capitol.  I am tired of defending myself to those who disagree with me, and even a bit tired of fist-bumping those who do.  I am tired of having to choose a side in this issue, when both sides make a certain degree of sense.  And so I offer you this desultory (aimless or rambling) philippic (angry long-winded speech), because at the end of the day I find that though this issue has been talked to death, there is more that could be said.  And so, without further ado, here are my points and/or questions, in no particular order.


1.  You can have my money, but ...  Ask any number of my students, who have heard me publicly proclaim that a proper solution to this fiscal crisis is to raise taxes.  I will pay them.  I have the great good fortune to live in a nation where opportunity is nearly limitless, and I am willing to pay for the honor of calling myself an American.  Incidentally, Warren Buffett, the second richest man in the nation (and a Democrat) agrees with me.  Your proposed Budget Repair Bill will cost me just under $3000 per year at my current salary, with the stated goal of saving $30 million this year on the state budget.  I say, take it.  You can have it.  It will hurt me financially, but if it will balance the budget of the state that has been my home since birth, take it with my blessing.  But if I may, before you do, I have some questions.

--------------------------

SIDEBAR:  If you wished to trim $30 million off of the budget, that works out to about $6.91 per Wisconsin taxpayer. So I must ask: Is it fair that you ask $3000 of me, but you fail to ask $6.91 of everyone?

--------------

According to the 2009 estimate for the U.S. Census, 5,654,774 people live in the state of Wisconsin.  Of those, 23.2% are under the age of 18, and presumably are not subject to much in the way of income tax.  That still leaves about 4,342,867 taxpayers in the state of Wisconsin.  If you wished to trim $30 million off of the budget, that works out to about $6.91 per Wisconsin taxpayer.  So I must ask:  Is it fair that you ask $3000 of me, but you fail to ask $6.91 of everyone?  I know that times are tough, but would it not be more equitable to ask that each taxpayer in the state contribute an extra 13 cents a week?


Would you please, kindly, explain exactly how collective bargaining is a fiscal issue?  I fancy myself to be a fairly intelligent person.  I have heard it reported in the news that unless the collective bargaining portion of this bill is passed, severe amounts of layoffs will occur in the state.  I have heard that figure given as 6,000 jobs.  But then again, you've reportedly said it was 10,000 jobs.  But then again, it's been reported to be as high as 12,000 jobs.  Regardless of the figure, one thing that hasn't been explained to my satisfaction is exactly how or why allowing a union to bargain collectively will cost so much money or so many jobs.  Am I missing something?  Isn't collective bargaining essentially sitting in a room and discussing something, collectively?  Is there now a price tag on conversation?  How much does the average conversation cost?  I feel your office has been eager to provide doomsday scenarios regarding lost jobs, but less than willing to provide actual insight as to why that is the case.  I would welcome an explanation.

-------------------------

SIDEBAR: If I keep going at my current pace, I will work 2,720 hours this school year, 136% to 156% as much as your average hourly worker.

-------------------------

Why does your concern over collective bargaining, pensions, and healthcare costs only extend to certain unions, but not all?  Why do snow plow drivers and child care providers and teachers and prison guards find themselves in "bad" unions, but firefighters and state police and local police find themselves in unions that do not need to be effected by your bill?  The left wing news organizations, of course, state that this is because these are unions that supported your election bid, while you seek to punish those unions that did not; I would welcome your response to such a charge.  You have stated that the state and local police are too vital to the state to be affected.  Can I ask how child care, or prison guards, or nurses or teachers are not vital?  Again, I would welcome a response.

 

Though you are a state employee, I have seen no provision in your bill to cut your own pension or healthcare costs.  The governor's salary in Wisconsin was about $137,000 per year, last I checked. By contrast, I make about $38,000 per year.  Somewhere in that extra $99,000 that you make, are you sure you couldn't find some money to fund the state recovery which you seem to hold so dear?  As you have been duly elected by the voters of Wisconsin, you will receive that salary as a pension for the rest of your life.  I don't mean to cut too deeply into your lifestyle, but are you sure you couldn't live off $128,000 per year so that you could have the same 7% salary reduction you are asking certain other public employees to take?


2.  Regarding teachers being overpaid and underworked.  I don't really have many questions in this regard, but I do have a couple of statements.  If you haven't already figured it out, I am a teacher, so you may examine my statement for bias as you see fit.  I admit I find it somewhat suspect that teachers are mentioned so prominently in your rhetoric; those protesting at the Capitol are indeed teachers.  But they are also students, and nurses, and prison guards, and plumbers, and firefighters, and a variety of other professions.  If you could go back to "public sector employees," I would appreciate it.  But as far as being overpaid and underworked...I grant you, I have a week's vacation around Christmas.  I have a week off for Spring Break.  I have about 10 weeks off for summer.  With sick days and personal days and national holidays and the like, I work about 8.5 months out of every year.  So perhaps I am underworked.  But before you take that as a given, a couple of points in my own defense.

--------------------------

SIDEBAR:  As an educator, I understand how difficult it can be to get young people interested in politics. You have managed to do this in the space of one week.

--------------------------

The average full-time worker puts in 40 hours per week, 50 weeks per year, with two weeks' vacation time.  That makes for a grand total of 2000 hours per year.  Part of the teachers' arguments regarding their time is that no one sees how many hours they work at home to grade papers, or create lesson plans, or things of that nature.  I am in a rare state, in that I am not one of those teachers.  I work an hour from where I live, and I like to keep my work at work.  I, therefore, do not bring work home with me, but rather stay at school, or come in early, so that I can grade papers or create lesson plans while at school.  So I am more prepared than most to explain the hours it takes to do my job.  I also supervise an extra-curricular activity (as many teachers do), in that I serve as the Drama Coach for my school.  The school year, so far, has lasted for 24 weeks.  I have, in that time, averaged 78 hours per week either going to school, being at school, or coming home from school.  If you remove my commute, of course, I still average 68 hours per week, thus far.  That means I have put in 1,632 hours of work time this year, which works out to over 80% of what your average full time worker does in a calendar year.  If you include my commute, I'm over 90%.  If I keep going at my current pace, I will work 2,720 hours this school year (or 3,120 hours if you include my commute).  That means I work 136% to 156% as much as your average hourly worker.


As to underpaid - I'm not sure I am underpaid in general, though I do believe I am underpaid in terms of the educational level expected to do my job.  I have two Bachelor's Degrees, and will be beginning work toward my Master's this summer.  By comparison, sir, you never completed college, and yet, as previously stated, you outearn me by almost $100,000 per year.  Perhaps that is an argument that I made the wrong career choice.  But it is perhaps an argument that we need to discuss whether you and others like you are overpaid, and not whether teachers are.

 

3.  Regarding the notion that teachers that are protesting, or legislators currently in Illinois, are hurting the state.  Very briefly, if I may:

 

Teachers have been accused of shirking their duties by protesting for what they believe to be their rights instead of being in school.  The argument has been, of course, that no lessons have been taught when classes aren't in session.  I must submit that lessons in protest, in exercise of the First Amendment right to peaceable assembly, in getting involved as a citizen in political affairs, have been taught these past few days.  The fact that they haven't been taught in the classroom is irrelevant.  Ultimately a very strong duty of the school system is to help students become citizens - I think that has clearly happened this week.


As to the legislators, it seems to me as though they feel their constituents deserve to have a length of time to examine the proposed bill on its merits, not vote it straight up or down three days after it was presented.  As the current budget does not expire until June, this seems to me like the only response left them in light of your decision to fast-track the bill without discussion.  Give them another option, and perhaps they will come back.  I can't say that I agree with their decision, but I can say that I understand it.

 

4.  Regarding the notion that protestors at the Capitol are rabble-rousers and/or thugs.  Such name-calling on the part of conservatives in the state and the conservative media could be severely curtailed if you would speak out against it.  True, most of the people protesting, if not all, are liberals.  Historically, liberals have always tended to think that they have far more support than they actually do.  They also (in my opinion) have a tendency to get extremely organized about three months too late, if at all.  So you can fault them for their decision-making, but I would ask you to speak out against the notion of thuggery.

 

Again, very briefly: So far, 12 arrests have been made.  Estimates say there were about 25,000 people at the Capitol today, and about 20,000 yesterday.  Let's be conservative (mathematically) and say that 40,000 people protested over two days.  That would mean that officers arrested .0003% of all protestors.  By almost any definition, that is an extremely peaceful demonstration, and of course you are aware that the U.S. Constitution guarantees the right of peaceable assembly for a redress of grievances.  So in the main, these people have done nothing wrong.

 

5.  If I may provide you with a sense of history.  You work in the largest and most magnificently appointed state capitol in the nation, built by Bob LaFollette (a Republican).  You work in the same building where Phil LaFollette (a Republican) helped guide Wisconsin out of the Great Depression.  You work in the same building where Gaylord Nelson (a Democrat) was the first in the nation to offer rights to unions of state employees, rights that you now seek to overturn.  And you work in the same building where Tommy Thompson (a Republican) provided more state funding to education than any other governor before or since.  Are your current actions truly how you would choose to be remembered?


6.  Finally, Governor, a note of thanks.  Whatever the outcome of the next several days, you deserve a certain degree of credit.  As an educator, I understand how difficult it can be to get young people interested in politics.  You have managed to do this in the space of one week.  A number of Wisconsin's youth support you.  A number of them do not.  But whatever else can be said of you, you have them paying attention, and thinking about voting, and walking around the Capitol, and turning out to be involved.  You have taught your own lessons this week, Governor, and that has its own value.

 

Thank you for your time,


Eric Brehm
Endeavor, WI 53930

 

Monday, March 21, 2011

Smith stepping down as Fla. education commissioner - Florida Wires - MiamiHerald.com

Smith stepping down as Fla. education commissioner - Florida Wires - MiamiHerald.com

FSCA Legislative News

Brief update on what is going on in Washington, DC in regards to fiscal year 11 budgets, ESEA Reauthorization and more!

CR passes: The Senate yesterday afternoon passed by a vote of 87-13, a sixth continuing resolution (H.J. Res. 48) for FY 11, which runs through April 8 and reduces spending by $6 billion - though without any new education cuts. The president is expected to sign the measure into law. Nine Republicans, three Democrats and Sen. Sanders voted against passage.

Another CR will need to be passed by April 8th. The Republicans have stressed that they are done playing nice and the next round of cuts will be severe. Constituents are still encouraged to contact their senators/representatives and fight to preserve education funding! Note: Each extension will cost at least $2 billion/week.

Sen. Paul (R-KY) Amendment: This amendment, which would cut ED programs by 66%, was formally offered Wednesday to the Small Business bill, S. 493, but a vote will not occur until after the recess. (Hill sources do NOT expect this amendment to pass).

Senate HELP Subcommittees: Wednesday the HELP Committee announced its subcommittee memberships: http://help.senate.gov/about/subcommittees/

Fiscal Year (FY) 10 SIG grants announced: ED yesterday announced the first five states to receive FY 10 School Improvement Grant Funds (IL, MS, NY, OH, SD):http://www.ed.gov/news/press-releases/five-states-receive-funding-turn-around-persistently-lowest-achieving-schools

Chairman Kline (R-Minn.) on ESEA: House GOP point man on education to Obama: Don't rush me on 'No Child'. Note this statement: "Kline also said the House would not approve a single comprehensive education bill and would instead break up the reauthorization of No Child Left Behind into separate pieces of legislation. The move is a reflection of orders from Speaker John Boehner (R-Ohio) to scrap the thousand-page bills that Republicans decried under the Democratic majority. "We're just not going to do it," Kline said of passing a comprehensive bill." Read the entire article here:http://thehill.com/homenews/house/149811-kline-tells-obama-dont-rush-me-on-education-

Congress on Recess: Both the House and Senate are now on recess until Monday March 28. Take this time to visit your lawmakers in your hometown - many will be doing town hall meetings and other events -- make your voice heard!

Source: Amanda Fitzgerald, Director of Public Policy, ASCA

Sunday, March 20, 2011

Stop House Bill 1021 - Important Vote - Action Needed



Take Action

Stop House Bill 1021 - Important Vote - Action Needed
Please call 888-640-1338

The politicians in Tallahassee are trying to silence your voice!

The members of the House Appropriations committee in Tallahassee are scheduled to vote on a bill this Monday, March 21 at 12:15 p.m. which would dramatically affect the ability of your union to represent you and make your voice heard.  This bill is one of several union attack bills being jammed through the legislature.

House Bill 1021 specifically targets public sector unions… particularly those that represent public school employees, police officers and fire fighters. 

The bill would strip public sector unions of the right to have a voice in government but still allow groups like the Florida Chamber of Commerce and the big corporations they represent, the right to participate in the political process. 

This is union busting—pure and simple.

At a time when creating jobs should be the main focus of the legislature, the politicians seem focused on destroying the organizations that represent public employees.  They want to be sure that when they do things --like try to tax our pensions-- that we are unable to respond and fight back.

Please call 888-640-1338 and your call will be routed to a legislator on this committee.  Please tell the person that answers the phone:

“I strongly oppose House Bill 1021.  The Legislature should not tell citizens or organizations how to spend our money.” 


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Thursday, March 17, 2011

Legislative update March 17, 2011

Source: Florida Education Association

 

SB 736: Impact on Our Schools

Let Them Know You’re Disappointed

 

The fate of Senate Bill 736 now rests with the Governor who has promised to sign the legislation into law. This week, Republican House legislators voted unanimously in support of the so-called Teacher Quality bill. We must commend the Democrats who stood in unity voting against this flawed legislation. How will SB 736 impact our schools?

SB 736 is yet another multi-billion dollar unfunded mandate that dramatically increases student testing and does nothing to support or reward current teachers at a time when our schools can least afford it.

  • This new legislation requires local school districts to spend millions of dollars to develop new FCAT style tests and evaluation systems, but the Legislature is not providing additional funding to cover the cost.
  • Florida schools are already facing devastating budgets cuts. More cuts will force districts to close schools and cut programs and services. Employees are expected to face salary rollbacks, furloughs, layoffs and cuts in their benefits.Tallahassee shouldn't impose another $2 billion dollar unfunded mandate at a time when our schools and our school employees can least afford it.
  • We should not punish our teachers when our schools are doing better than ever. Recently, Florida ranked 5th in the nation, according to the Education Week annual Quality Counts report.

SB 736 will dramatically increase student testing.

  • Teacher evaluations and performance pay will be determined by student growth measurements using FCAT style tests. An increase in testing means more days of test anxiety for students and fewer days of teaching and learning.
  • More tests mean millions more spent on development and implementation and less money will be available for activities and resources that actually improve teaching skills and increase student learning gains.

SB 736 does nothing to reward current teachers.

  • Unfortunately, this bill places all responsibility for improving student achievement squarely on the shoulders of teachers but only rewards teachers hired after July 1, 2014.
  • Veteran teachers are not eligible for the new 'performance pay'...unless they give up their continuing or professional services contract and agree to work on an annual contract for the remainder of their careers.
  • Worse still, the bill requires districts (already struggling with dwindling budgets) to fund the new 'performance pay' schedule at a higher rate than the 'grandfathered' pay schedule which is used to compensate current teachers. But because the bill provides NO NEW FUNDING our school districts will be put in the untenable position of shortchanging programs and services to our students OR taking money from the salary schedule that is used to compensate current contract teachers.

We need to let the Governor and our legislators know this bill is an insult to the teachers who are working hard in our public schools every day!

Contact your Representative today!

Click the link to see how the lawmakers voted on SB 736: House and Senate.

If your legislator is Democrat, thank him/her for courageously standing on the side of students and teachers.

If your legislator is Republican, share your disappointment in his/her decision to support education policy that will have a negative impact on good teachers and cause more harm than  good for our students.

FEA Release on SB 736 House Vote
SB 736 at a Glance

 

 

http://capwiz.com/nea/fl/utr/i1/ATXFPEOLGR/6624003966/img/capwizlogo.gif

 

 

Education Policy & Program Development Update (March 17)

 

Dear colleagues,

 

Today’s Education Policy & Program Development Update may be found in PDF form at http://grants.leeschools.net/update/pdf/FY2011/EPPDU_2011_03_017.pdf.

 

This update includes coverage of:

 

·         Senate Bill 736 (Teacher evaluation, compensation, and retention)

·         Senate Bill 1130 (Retirement)

·         Facebook’s new “support system” and anti-bullying tools

·         Debates on teacher quality, public pensions, and state budgets

·         Governor’s new Web site: “Florida has a right to know.”

·         Florida Legislative Session overview

 

Note that the bills in the legislative overview includes bills pertaining to education, child safety, governance, and public employee retirement plans. This list will be updated throughout the session.

 

Kind regards,

_________________________________________

J. F. "Jeff" McCullers, Ed.D.
Director, Grants & Program Development
Liaison, Public Charter Schools
Division of Academic Services
The School District of Lee County

Lee County Public Education Center
2855 Colonial Boulevard
Fort Myers, Florida 33966-1012

 

Tuesday, March 15, 2011

Senate Bill 1582

FLORIDA – After collaborating with SAVE Dade, Florida Together and other experts, Florida Senator Eleanor Sobel today filed Senate Bill 1582 which requires the Department of Education (DOE) to create model “stand alone” policies on bullying and harassment.

Monday, March 14, 2011

Vote NO on Senate Bill 736 and House Bill 7019

Source: Florida Education Association [www.floridaea.org]
Subject: Vote NO on Senate Bill 736 and House Bill 7019

 

STOP SB 736

House expected to cast final vote early next week

 

The Florida Senate  has passed Senate Bill 736 which is a new version of SB 6.

Unfortunately, this bill has many of the same problems as Senate Bill 6:

  • This Legislation will require the state and our local school districts to spend millions developing new FCAT style tests and evaluation systems but provides NO new funding. 
  • It effectively ties all future pay increases to test scores and requires ALL teachers to sign away their due process rights and agree to work on a year to year contract IF they want to be eligible for a pay raise. 

Florida schools are facing the most devastating budgets cuts our state has ever seen. 

Districts are being forced to close schools and cut programs. 

Education employees are expected to face salary rollbacks, furloughs, layoffs and cuts in their benefits.

We don’t need Tallahassee to impose another $2 billion dollar unfunded mandate at a time when our schools and our school employees can least afford it And we should not be punishing our teachers when our schools are doing better than ever.

The Florida House of Representatives is expected to cast a final vote on this bill as early as Wednesday of next week.

Please call (888) 640-1338 and enter your zip code to be connected to your legislator. 

Tell them to vote NO on Senate Bill 736 and House Bill 7019.

For more information, go to www.stoptheattacksonfloridateachers.org

 

Saturday, March 12, 2011

FSCA: Letter from FSCA President


Dear Colleagues,
March 8th marked the opening day of the legislative session in Tallahassee that may adversely affect School Counselors in Florida more than at any other time in history. We need all Florida School Counselors to stand together and speak with one loud voice that we are vitally important to the academic, personal/social, and future career success of all students in Florida.  The role of school counselors and school counseling programs positively impact students in ways that are unique and critical.
We need your help. First, join FSCA and become familiar with our Advocacy work.  Please visit our website at www.fla-schoolcounselor.org for more information and important links as this session unfolds.
Second, we need you to pitch in and write your legislators, school board members, those that represent your district, and local media. Let them know that they need to be mindful of the impact of their budget changes on school counseling programs. In addition, here are several important points to include in your communications:
  • School counselors develop comprehensive programs that address students’ academic, personal, social, and career needs in unique ways that directly impacts their college and career readiness.
  • Through leadership, advocacy and collaboration, professional school counselors promote equity and access to rigorous educational experiences for all students.
  • Professional school counselors support a safe learning environment and work to safeguard the human rights of all members of the school community.
  • Professional school counselors develop and implement data/needs-driven, standards-based and research-supported programs, and engage in continuous program evaluation activities.
  • The American School Counselor Association National standards recommends, and reality necessitates, a ratio of one counselor to 250 students (1:250).
  • School counselors are rigorously trained to assist students who face unique and diverse challenges, both personally and developmentally, that have an impact on academic achievement.
  • Comprehensive developmental school counseling programs provide education, prevention and intervention services, which are integrated into all aspects of children’s lives. Early identification and intervention of children’s academic and personal/social needs is essential in removing barriers to learning and in promoting academic achievement.
You can access contact information for your legislators online at http://www.flsenate.gov/Senators/Find. Governor Scott can be reached on his website at http://www.flgov.com/.
Sincerely,
Christopher B. Smith
President
Florida School Counselor Association
School Counselor, Beacon High School
Blue Ridge International Academy
Sheltered GED Program

Wednesday, March 09, 2011

Power to Learn - Enter Site

Enter to win: Grand prize is a Viewsonic Android G-Tablet.

Education Policy & Program Development Update (Florida Legislature Opening Day Special)

 

Today’s Education Policy & Program Development Update may be found in PDF form at http://grants.leeschools.net/update/pdf/FY2011/EPPDU_2011_03_08.pdf

 

This update includes coverage of the opening day of the Florida Legislature:

 

·         Word frequency analysis of major speeches today from the Speaker of the House, the Senate President, and the Governor

·         Links to the full text of those key speeches

·         Updated bill tracker, include many bills introduced for the first time today

 

Note that the bills in the legislative overview includes bills pertaining to education, child safety, governance, and public employee retirement plans. This list will be updated throughout the session.

 

Source:

_________________________________________

J. F. "Jeff" McCullers, Ed.D.
Director, Grants & Program Development
Liaison, Public Charter Schools
Division of Academic Services
The School District of Lee County

Lee County Public Education Center
2855 Colonial Boulevard
Fort Myers, Florida 33966-1012

Grant Operations: http://grants.leeschools.net/
Charter School Operations: http://charter.leeschools.net/

Telephone: (239) 337 8273
Facsimile: (239) 337 8594

PUBLIC RECORDS NOTICE AND DISCLAIMER: Under Florida law, nearly all communications made or received by School District employees are considered public records that must be retained and, upon request, made available to citizens and to the media. There should be no expectation of privacy.

IMMEDIATE ACTION NEEDED!

 

Source: Florida Education Association

 

IMMEDIATE ACTION NEEDED

Senate Bill 736 is just like Senate Bill 6–another unfunded mandate at the worst possible time!

 

ALERT: The full Senate is schedule to vote on Senate Bill 736 Wednesday and may take a final vote as early as Thursday.

Florida schools are facing the most devastating budgets cuts our state has ever seen. 

 

Districts are being forced to close schools and cut programs.  Education employees are expected to face salary rollbacks, furloughs, layoffs and cuts in their benefits. So what is the Florida Legislature doing?


They are working on a new 'merit pay plan' that will force local school districts to spend millions to develop more FCAT style tests and new evaluation systems. They say they are giving us 'performance pay' but all they are really giving us another $2 billion dollar unfunded mandate at a time when our schools and our school employees can least afford it!


Tell the Legislature we don't need a new education reform scheme when we can't pay for what we have.  Unemployment is at an all time high and school districts need teachers in front of classrooms… not in unemployment lines!

 

The state Senate is expected to cast a final vote on this wasteful bill as early as Thursday.  Please join the thousands of Florida parents and teachers who are calling Senate President Mike Haridopolos and other key senators about Senate Bill 736…Tell them to fund it or forget it!


Please call (888) 640-1338 anytime between now and 9:00 a.m. Thursday morning and enter your zip code. 

We will connect you to your legislator's office or to the office of Senate President Mike Haridopolos.


When you are connected, tell them that you are a teacher or school employee and you want them to vote against SB 736.  Another unfunded mandate from Tallahassee is not what our schools need right now!


The line may be busy or you may be put directly into voicemail.  If you do not get through, please call back. 

Or you can send an email by clicking on:  Find your Senator


 

Tuesday, March 08, 2011

Quick notes on the Florida House of Representatives opening session

Source: J. F. "Jeff" McCullers, Ed.D.
Director, Grants & Program Development

 

The opening session of the Florida House this morning included ceremony, networking, recognitions, formalities, and introductions of past and present dignitaries. Speaker of the House Dean Cannon gave a fast-moving speech that touched briefly on many topics including his disapproval of the U.S. Congress, condemnation of what he called “pill mills,” and the “modernization” of the state court system. He quoted Abraham Lincoln’s Gettysburg address and expressed hope that Floridians will “long remember” what this session of the Legislature accomplishes.

 

Comments on the U.S. Congress:

 

·         “The federal government has utterly failed in its responsibilities.”

·         “Washington is a fiscal heroin addict.”

·         “They traded liberty for government control.”

·         “We can refuse to follow our national leaders over the edge and into the abyss.”

 

Comments on education:

 

·         “I will not perpetuate a status quo.”

 

Comments on the economy:

 

·         “We will encourage private risk-taking.”

·         “We must favor small businesses.”

 

Comments on the budget:

 

·         “The sad truth is we have become dependent on federal money.”

·         “You cannot cut government spending without cutting government services.”

·         “Neither the future, nor anything in it, is an entitlement.”

·         “We will reduce spending on good programs in order to fund necessary programs.”

 

Comments on Medicare:

 

·         “Medicare is a Great Society entitlement program run amok.”

·         “It spreads like a cancer.”

 

Comments on lawmaking:

 

·         “Slogans are not enough.”

·         “We have to care about the details and real impact of what we do.”

·         “A catchy label does not make a bad idea good.”

·         “We will not make decisions based on the politics of fear or anger.”

·         “Our laws should favor those who are willing to work hard and play by the rules.”

_________________________________________

Bill Gates: How state budgets are breaking US schools | Video on TED.com

America's school systems are funded by the 50 states. In this fiery talk, Bill Gates says that state budgets are riddled with accounting tricks that disguise the true cost of health care and pensions and weighted with worsening deficits -- with the financing of education at the losing end.


Monday, March 07, 2011

Student Success Act Implementation Schedule for Pay and Contracts

Student Success Act Implementation Schedule for Pay and Contracts

February 23, 2011

 

 

Tenured Instructional Personnel

2011-2014

2014-2015

Stay in current district:

·         On grandfather salary schedule, as long as they remain employed by the school district or have an authorized leave of absence.

·         On professional service contract.

·         Tenure shall be renewed unless the individual is:

1. Charged with unsatisfactory performance; or

2. Receives low performance evaluation ratings.

Move out of district:

·         Remain on grandfather salary schedule as long as they remain employed by the school district or have an authorized leave of absence.

·         On one-year probationary contract, followed by annual contracts.

·         No tenure.

Stay in current district:

·         On grandfather salary schedule as long as they remain employed by the school district or have an authorized leave of absence.

·         On professional service contract or continuing contract.

·         Tenure shall be renewed unless the individual is:

1. Charged with unsatisfactory performance; or

·         2. Receives low performance evaluation ratings.

·         Just cause and contract renewal are based on new evaluations.

 

 

Or

 

·         Opt to go on performance pay schedule.

·         Give up tenure and go on annual contract.

 

Move out of district:

·         On performance pay schedule.

·         On one-year probationary contract, followed by annual contracts.

·         No tenure.

Salary schedule continues to be collectively bargained.

Salary supplements continue to be at the discretion of the district, based on the criteria in law (e.g., advanced degrees, low performing schools, critical teacher shortage areas)

 

 

Newly Hired Instructional Personnel

2014-2015

·         On one-year probationary contract, followed by annual contracts.

·         On performance pay schedule.

·         Contract renewal at district’s discretion and evaluation.

·         No tenure.

Salary schedule continues to be collectively bargained.

Salary supplements continue to be at the discretion of the district, based on the criteria in law (e.g., advanced degrees. low performing schools, critical teacher shortage areas)

 

 

SB 736- RACE TO THE TOP FOR STUDENT SUCCESS

SB 736- Race to the top for Student Success

·         This bill implements Florida’s successful Race to the Top application, using the requirements of the Race to the Top grant and the grant’s timeline for implementation, which 65 of Florida’s 67 school districts have already agreed to.

·         The bill focuses on three components of instructional quality:

o   Revising the broken, current system of evaluations and creating a new, robust evaluation system for instructional personnel and school administrators.

o   Establishing a new salary schedule tied to a revised evaluation system to reward our teachers and school administrators who help students learn.

o   Modernizing our instructional workforce by eliminating tenure for new hires.

·         Teacher and school administrator evaluations must base at least 50% of the evaluation on student learning growth measured by state assessments or end of course exams.

·         School districts would create two salary schedules for teachers. Current teachers would remain on the same salary schedule that they are on now with the option to move to the new performance salary schedule established for the 2014-2015 school year.

·         New teachers hired in 2014-2015 and thereafter would be compensated under a performance salary schedule, in which they would earn salary increases based upon their performance evaluations, including what students learn and how much they learn. Additionally, teachers can earn more for teaching in critical-need schools or areas, such as special education.

·         Beginning with new teachers hired in 2011-2012, teachers are eligible for annual contracts, with renewal tied to their performance evaluations. For example, teachers who receive unsatisfactory evaluations for 2 out of 3 years would not be eligible for a new annual contract. New teachers would not receive tenure.

 

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


The Bill in Brief

 

Evaluation of School Personnel

 

·         The bill provides local flexibility by allowing each district to construct their evaluation plans.  The Department of Education will approve each plan.

·         Evaluation plans will require the inclusion of performance data from multiple sources including an outlet for parental feedback when appropriate.

·         Teachers would receive an evaluation on one of four levels, and school districts have the freedom to create more levels:

o   Highly effective

o   Effective

o   Needs improvement or, for teachers in their first 3 years of teaching or in the first year of a new teaching assignment, Developing

o   Unsatisfactory

·         School personnel must be evaluated at least once a year.  First-year teachers will be evaluated twice in their first year of instruction.

·         Evaluations must base at least 50% of the results on student learning growth measured by state assessments, end-of-course exams, or district-selected assessments based on 3 years of student data.

·         Like many professionals who face periodic evaluations that measure the quality of their work, teachers should also be evaluated based on the success of their students.

·         For those classroom teachers who teach in grades or subjects whose students are assessed under the FCAT, the Department of Education is tasked with adopting a student growth formula that would measure a student’s learning outcome based on the student’s prior performance and discounting factors outside of the teacher’s control, such as a student’s attendance, disciplinary records, disability, or English language proficiency. Accordingly, this bill does not penalize teachers whose students start the school year below grade level nor does the bill reward only teachers who have the highest-performing students.

·         For other non-FCAT subjects or grade levels, school districts would develop student learning growth thresholds with assistance from the Department of Education if needed.

·         By the 2014-2015 school year, school districts must administer end-of-course assessments to gauge mastery of the content, subject to the Commissioner of Education identifying methods or item banks to assist districts in developing the assessments.

 

Performance Pay

 

·         Beginning with new teachers hired for the 2014-2015 school year and for current teachers who want to be compensated under the new performance salary schedule, teacher salary increases would be based on their performance evaluations, including the performance of their students.

·         Teachers who receive an Effective or Highly Effective evaluation rating would receive a raise, and that raise would be permanently rolled into their base salary.

·         Teachers could also earn more based on teaching in critical-need schools or areas, such as special education, math, or science.

 

Teacher Contracts

 

·         New teacher hires would receive an initial 1 year probationary contract, followed by subsequent annual contracts.  During the probationary contract, teachers can be dismissed without cause and may resign without repercussion.

·         All teachers who currently have teacher tenure would retain their professional service contract unless the school district terminates their contract based on just cause. The bill clarifies that “just cause” includes two consecutive years of Unsatisfactory evaluations.

·         Each annual contract would be based on a teacher’s evaluations.  Teachers who receive an Unsatisfactory evaluation in 2 of the previous 3 years, or Needs Improvement 3 of the past 5 years, would not be eligible for a new contract.

·         The Department of Education must annually report each district’s percentage of teachers and administrators in each performance level.

 

Other Personnel Decisions

 

·         A principal can refuse the transfer of educational personnel by the district superintendent unless the teacher is rated Effective or Highly Effective.

·         Promotions would be determined primarily on an individual’s demonstrated effectiveness.

·         If a district must implement a workforce reduction, such decisions will be based on performance evaluations.

 

 

Background / current situation

 

Since the A+ Plan was launched in 1999, Florida has made steady increases in education.  By implementing performance measures, grading schools on a scale of A – F, and funding strategies that create an incentive for success, Florida has experienced an extraordinary turnaround in our schools. While Education Week’s Quality Counts recognizes Florida as 5th in the nation in education quality, 61 percent of our tenth-graders are not reading on grade level. Additionally, Florida is competing globally, and our students need the skills to succeed in the ever-changing global economy. In order to prepare our students, Florida needs to modernize its teaching workforce by rewarding our best teachers, identifying and providing assistance to our teachers who need help in perfecting their craft, and suggesting alternative careers for those individuals who do not belong in the teaching profession.  Teachers want their students to succeed, and this legislation would give them the recognition and the rewards they deserve for helping our students to learn.

 

Current Law

 

Evaluations

 

The current evaluation system is broken. Although the law requires student performance to be the primary component in the evaluation of teachers and school administrators, the reality is that most teachers and school administrators are evaluated based on a completely subjective evaluation. The current system tells our teachers very little about how to improve, fails to recognize our best teachers, and hides those who need to seek an alternative profession. The Race to the Top grant is a tacit admission for the need to completely revise our evaluation system.

 

Performance Pay

 

Current law provides that a “portion” of a teacher’s or school administrator’s pay must be based on performance. Additionally, Florida enacted the Merit Award Program (MAP), a voluntary merit pay system with additional state funds to implement the program. Nonetheless, the reality is most teachers are paid on the old “steps and lanes” approach to salaries, where the primary criterion for receiving additional pay appears to be that you are a year older. As a result, performance pay is a small percentage of a teacher’s pay, if it factors in at all. The MAP program, enacted in response to criticisms that prior merit pay programs were too prescriptive, is only used in 3 districts. The remaining 64 school districts turned down extra funds from the state. The Race to the Top grant recognizes that performance pay is critical in attracting and retaining a professional teaching workforce by requiring that the most significant gains in salary are based on performance.

 

Contracts

 

Current law requires school districts to award a professional service contract to a teacher after as few as 3 years of teaching unless the school district “charges” an employee with unsatisfactory performance. The process for firing an ineffective teacher is a lengthy and complicated one, in which a missed step or date can automatically result in a renewal of the contract. As a result, it may take 2 years or more to terminate an ineffective teacher. This leaves students, who are regressing with an ineffective teacher, no hope or options. While the professional service contract may have been originally enacted to protect teachers from the arbitrary decisions of administrators, today’s professional service contract appears to serve one purpose; it “protects” ineffective teachers at the expense of students.

 

 

Point – counterpoint

 

This is just like SB 6.  Why is the Legislature punishing teachers? 

This bill is not SB 6. It allows teachers on the current “steps and lanes” salary schedule to remain on that salary schedule. The bill does not punish teachers; it rewards our best teachers, identifies our teachers who need assistance so that school districts can give them help, and removes teachers who should not be in the teaching profession. The bill is for our students—giving them high quality teachers.

 

The bill ties teacher pay directly to student test scores according to an unknown 'value-added' formula.

Florida’s successful Race to the Top application requires the Department of Education to establish, in concert with education stakeholders such as teachers and school administrators, a fair and transparent student growth model that takes into consideration unique student characteristics, challenges, and other factors that affect student performance. Under the grant, school districts are required to measure student growth using the state learning growth model and to make the performance of students count towards 50 percent of a classroom teacher’s evaluation. Finally, the grant requires school districts to implement a compensation system for all teachers that ties the most significant gains in salary to the evaluation. 65 of the 67 school districts agreed with these requirements.

 

SB 736 implements that agreement. Teachers will know about the value-added formula because they will be consulted on its development and it will be established before the school year even begins. In fact, the Department of Education has already established an advisory group of teachers and school administrators to work on the value-added formula.

 

The bill requires school districts to establish a performance salary schedule for new teachers and school administrators hired on or after July 1, 2014. These individuals would earn salary increases based on their overall evaluation, which includes what students learn and how much they learn. Additionally, teachers can earn more for teaching in critical-need schools or areas, such as special education. The traditional salary schedule pays teachers for years of experience, irrespective of whether that experience benefits students. The longer a teacher has been in the system, the more they get paid, while beginning teachers may have to wait years to see their salaries increase at all. Nonetheless, the bill allows current teachers to remain on the current salary schedule. Current teachers have the option to be paid on the basis of their effectiveness, but they do not have to choose this option.

 

Like many professionals who face periodic evaluations that measure the quality of their work, teachers and school administrators should also be evaluated based on the success of their students, which is why they are there—to help students learn. 

 

School Districts can’t afford to develop End of Course exams to evaluate all of their teachers and students.

The school districts would not have to administer these assessments until the 2014-2015 school year. The Department of Education must develop item banks and identify other methods to help districts select their end-of-course assessments. The requirement would be phased in as the Commissioner of Education identifies methods to help select their assessments. Finally, Florida’s successful application for the Race to the Top grant provides funding for this purpose.

 

SB 736 allows all new teachers regardless of being rated 'effective' and 'highly effective' to be fired at the end of the year without any due process or just cause.

Under the bill, a school principal’s evaluation is affected by the principal’s ability to recruit and retain “effective” and “highly effective” teachers and to help teachers improve to the “effective” and “highly effective” levels. Accordingly, it is in the principal’s best interest to have the best instructional workforce, as it affects the principal’s evaluation and pay. Only those teachers who are consistently rated in the lowest performing levels based on 3 years of student data should be concerned about retention.

 

The Bill prohibits school districts from rewarding many teachers who earn advanced degrees.

Under the bill, teachers will still receive supplements for advanced degrees within their area of certification in accordance with their collective bargaining agreement. The advanced degree provisions only apply to instructional personnel or school administrators hired on or after July 1, 2011. Therefore, teachers who are currently employed would still receive funds for advanced degrees in accordance with their bargaining agreement. The bill allows school districts to award funds for these advanced degrees, despite the fact that research studies indicate that advanced degrees have little or a negative impact on student learning.

  

Increases the number of tests that must be developed and given to every student every year and shifts millions of scarce dollars to pay for these new tests.

Florida’s Race to the Top agreement requires school districts to use district-selected assessments, to measure student learning growth for content areas and grade levels not assessed on state-required assessments. The bill implements the agreement but also provides additional flexibility to school districts by tying the requirement to select these assessments by the 2014-2015 school year to the Commissioner of Education’s obligation to identify question item banks, shared district assessments, or other methods to help districts prepare an assessment. In other words, if the Commissioner is unable to assist school districts in the development or selection of assessments, the school districts do not have to administer the new assessments. Florida’s successful application for the Race to the Top grant provides funding for this purpose. Finally, the requirement for school districts to have these local assessments has been in current law for over 10 years.

 

This reform does not provide any means of funding the new performance pay plan...except to cut or freeze existing salaries

The bill does not cause existing salaries to be frozen or cut. Both salary schedules would be collectively bargained. The bill does not require an additional funding source for the new performance pay plan because the teachers and school administrators in the future that are paid under the new plan would not be paid under the old plan.

 

SB 736 gives Tallahassee more control over our local schools.     

The bill provides more flexibility to the school districts than the Race to the Top grant. School districts asked to be grant recipients and are receiving funds under the grant to implement the changes required in evaluation, compensation, and employment. School districts will still collectively bargain salary schedules, develop their evaluation systems, and determine whom to hire and terminate, with the exception of the most consistently ineffective teachers.

    

Are there any provisions in the bill for professional development?  Mentoring?  Peer evaluation and review?

Yes, the bill authorizes school districts to use peer evaluation from trained evaluators as part of a teacher’s or school administrator’s evaluation to help employees improve their instruction. Current law and funds appropriated to the school district provide for professional development and mentoring. The bill retains local control over the professional development practices at the school level.

 

Does the bill empower principals to evaluate teachers constructively or just fire them if their students perform poorly?

Under the bill, a school principal’s effectiveness as an administrator under his or her evaluation is affected by the principal’s ability to recruit and retain “effective” and “highly effective” teachers and to help teachers improve to the “effective” and “highly effective” levels. The principal’s evaluation affects his or her pay. Accordingly, the principal has a vested interest in having the best instructional workforce.