She  finally did it! The principal rated me ineffective in her part of the evaluation. I am beside myself and wonder what this will do to my final evaluation.

Last year, not really being familiar with the numbers, she rated me developing. At the end it turned into effective and highly effective.

This year, in her own words, she understood the way the numbers weighed and their impact. So, she had to rate me down to make sure I don't receive effective again. I'm not stupid. I read right through her statement.

I have spoken to the union, and continue research on my options (if any). I am gathering all of my papers and creating a timeline to file harassment.  I have 4 years worth of papers to go through! Thank God it's summer!!!

I am still awaiting the determination of EEOC. Although 3 teachers claimed they would also file discrimination charges against her, I am only certain of one who did the same and he too is awaiting the result.

I hate waiting! Not a good trait to possess!

Anyway, she again "excessed" me from the school. This I don't get, because she tried this 2 years ago and when she did this, it was overturned by the superintendent. I have 27 years going on 28. Which superintendent will okay this excess? I have the most experience but she had left her options open by never appointing me in the High School certificate!!! 

She is cunning! That I have to give her. But, she is transparent! Too transparent. Maybe she wants me to know that she does what she does. That's a special kind of evil, one I had never experienced until I came to this school. And, finally, I don't care.

I work at XXX Academy! Tune in later...

Danielson

One of the many reasons I started this blog was to let everyone know about the inequities that are occurring in NYC public schools on a daily basis. But, one of the major reasons was to share my experience in the system.

Those of you who have been following my blog know that I have been teaching for 27 years and that it wasn't till I came to work at my present school, four years ago, that I had ever been given an unsatisfactory rating on a classroom observation.

That all changed. Since my tenure in this school, I have been harassed, yelled at, called incompetent, and literally made to feel like a failure on a daily basis. All this while the principal smiled at me. I have grieved. I have written the chancellor several times and have had no response. I have written several superintendents, all to no avail.

When Danielson was all but a rumor, this principal began rating our lessons using the rubric and telling us how to write our lesson plans, which components she wanted included and if any were missing, it was an unsatisfactory lesson.

One day, just to prove a point, she walked in  and I performed a lesson that the AP had observed and rated satisfactory. It was on elements of fiction so I switched the element for that lesson. She rated it unsatisfactory. When I showed her the satisfactory lesson she responded, "Well, I don't know what he saw that would make this a satisfactory lesson." By the way, the AP was sitting right next to her.

Last year when Danielson was finally instituted, I received many ineffective and developing ratings according to her interpretation of the rubric. She went as far as to tell me that I did not know my students. And, even better than that, "You have knowledge of your content area."
I was humiliated!


On a daily basis, I work with English language learners who are new to the country, as well as learning and emotionally disabled students. Sometimes several students fall into all these categories at the same time. I worked without the support of an experienced special educator or at least a paraprofessional who could help when I had to differentiate instruction. When I asked her why this was the case she said that the special education teachers needed to be in the classrooms that ended on a state test. I didn't need one because the English regents doesn't happen till junior year. I was appalled.

At the end of the year, after all the tallying and the Danielson equation was computed, I received a rating of developing. I cried all the way home that day.

From Developing to Effective
Teachers work with the least amount of resources and yet are expected to work miracles. Well, I guess I did because after all was said and done, my final rating was effective. Part of the evaluation equation is student success on their tests. I was connected to what is called a MOSL, measure of student learning. All of my students exceeded expectations. Part of my connection was also the state English regents and the majority of the students passed. I had been their teacher two years prior so I had a hand in their success.

This evaluation system makes no sense and what Cuomo wants is even more nonsensical. I think Diane Ravitch said it best when she said, "...excellent teachers will be rated ineffective because they teach slow learners, and mediocre teachers may get high ratings because they teach in wealthy districts. Many teachers who are rated ineffective one year may be rated effective the next."

I know I am a Highly Effective teacher. If not, I would not have the relationships I have established with students who have graduated or with the parents who thank me for their child's progress. I know I am Highly Effective despite Danielson saying otherwise. My principal chooses who she deems effective and also discriminates against those of us who have experience (ARE OLD) and who she cannot manipulate.

Michael Mulgrew Saddens Me

I was very sad when Michel Mulgrew, the head of the teachers union, took it upon himself to  make the call to march against the police on behalf of teachers. He alienated a very strong ally.

Now that the State of New York, heck the entire country blames teachers for the ills of our society, we need as many allies as we can get. The PBA is a very strong union. I am married to a cop for many years and know the dangers that they encounter on a daily basis. Also, many cops are married to teachers. How dare he be our mouthpiece.

Mulgrew took it upon himself to create a divide that will not serve anyone in the long run. Our last mayor was a union buster and now we are faced with a Governor who is out, in his own words to New York State: Your Teachers Stink. I Will Fire Them. I will Break Their Union.

What's going to happen when he decides to go after other unions?

We must all unite and show a common front. We cannot be intimidated by politicians who know nothing about what teachers, cops, firefighters, and EMTs do.

Let's show Cuomo that he will not break us. And, he certainly will not break our unions!

 

What a Great Day!

Last week, I had one of the worst days of my teaching career. I was pushed by a student and my lesson was once again ripped apart. The principal rated my lesson and found everything developing and ineffective. The only effective I got was in classroom management.

I was told I do not have mastery of my subject matter as well as pedagogy. I also, according to her, do not know my students.

All this at the beginning of my day.

Period three, the students were completely out of control. They all came in as if they were out for recess. Then, a student who had never shown to my class decided to grace me with his presence. He first went off on my co teacher and then, saw two of his "besties" and they all came together like magnets. They began to high five each other, throw gang signs, and make some very weird noises.

This began a series of events that completely created chaos in the room. Mind you, there were three adults in the room and we could not get a handle on the situation.

I approached one student and tried to speak to him and he decided to tell me to "get the fuck out of my face." As if I was made out of steel, i continued to try and settle him down and he, once again told me to get the fuck out of his face.

I asked him to step outside so I could deal with him in private. He got up and walked out of the room and then just kept on walking.

I turned back into the room to continue to manage the room. I approached another student with whom I have never had an issue with. He, seeing that everyone was pretty much getting away with their disruptive behavior, decided to follow along and he too told me to get the fuck out of his face.

The next thing I know, the student stood up and came about two inches away from me. the student also towers over me so he was looking down at me.

His next directive was, "get the fuck out of my way."

I stood still; didn't move. I felt my face turning red as well as a warmth flushing my cheeks.

Once again, he said, "get the fuck out of my way."

When I didn't move he pushed through me, elbowing me in the process.

He turned around and walked out of the room.

All of this, and a lot more that I won't get into, happened last Tuesday. The student was in school the next day, and the next day, and the next. He was told to not go to my class. Friday, the parent came in, and without my presence had a meeting with the principal and AP. I was informed of this during my prep on Friday. At this time< I was also informed that Monday morning, the student, guidance counselor, AP, and myself would be meeting at 8 o'clock.

I have no idea what was discussed at the parent meeting nor do I have the slightest idea what we will discuss tomorrow. What I do know is that there were no consequences for the student or any of the students I wrote up that Tuesday.

Just another day at a Bronx High School.

The Beginning

Rather than go through everything from the beginning, I decided to post some of the letters that I have sent regarding the issues that I was experiencing. Once I reach the present, I will keep a daily log.

I have deleted the names of the persons involved, for the moment, since I am still trying to make things work. By the way, none of these letters have in any way helped. In fact, none have received a response, but I keep trying.

The UFT has been of no help; everything that I have managed to get resolved has been because I refuse to let this principal continue to create her own laws and continue her power trip. She is drunk with it and anyone who dares to question her practices just gets in her way. And, they pay. 

I am still paying.

                                                                                                                       2012

(Superintendent's name)

Superintendent District 12

Dear Superintendent,

     I am writing to you because I don’t know where else to turn. I am presently at (xxxx) High School under the supervision of (Principal's name). I have reached out to her and she has told me that she cannot help me.

     In July of 2011, I performed a demo lesson for Mr. (xxx), AP and Mr. (xxx), English Teacher. That afternoon, I was offered the job of 9^th grade English teacher at the school. I was very excited because I had tried teaching at the middle school level the year before, and realized that I preferred teaching the older students.

     I began in September teaching two English 1 classes, two English skills classes and one Honor’s English class. I was very happy to be in this school. The principal and AP seemed to be supportive and when it came to discipline problems, they seemed to be on top of things. I was able to walk into the Principal’s office and share my experiences and student work. Everything was going well, until…

     In October, the Principal and AP did a walk-through. That afternoon, the Principal and AP sat with me for a post observation and completely tore down my lesson. Not once did they say anything positive about my lesson! As I tried to explain myself and how English lessons are taught, they would hear nothing of it. I followed a lesson plan format that I have always used and the same one they hired me with. When I brought this to her attention she said, "No, here at (School name) we do things differently. You must follow the format we use and create a learning target and a criteria for success for every lesson." 

     I continued to express my thoughts and she said at one point,  “You frustrate me!” All through the post ob, I was intimidated and made to feel as if I didn't know what I was doing. (Principal) spoke to me loudly and coarsely and then threatened me with a U as a final rating for the year. She said that she would not recommend me for Tenure.

     At this, I quizzically looked at her and said, “I have tenure. What do you mean?” She became more upset and began saying how she was not going to go through this again. “I just went through this with a teacher who said she had tenure and she really didn't.” 

After this meeting, I was told to come back during my administrative period. I was so intimidated with our first meeting that Mr. (English teacher) offered to go in with me for support. 

     When we got to the door, she saw him and told him he couldn't stay. I expressed that I just wanted him there for support. She said, “Absolutely not!!” 

     For the next 40 minutes, I was intimidated, belittled, and treated as if I had no knowledge of English and teaching. She said she was holding me responsible for the kids who do not come to class and fail. I asked her for ideas on how I could possibly do this and she told me to be creative and figure it out. But, that she wanted to see those kids pass. 

     She sent me an email the next day. It was the Preliminary Recommendation page in the Tenure Notification System. She didn't appoint me under my High School license. This is where I am tenured. I explained this to her and she refused to acknowledge that a mistake was made.

     Since she was not willing to help me in this matter, I went to the union. This is when things really went bad between (Principal) and me. The union looked through the information and saw that a mistake was done. They said that not only was I teaching out of license, but that the school is out of compliance. They said (Principal) had two options: she could fix the mistake or she could excess me. This is when everything really deteriorated. I passed this information along to (Principal), who did not believe what I was saying and continued to tell me that there was nothing she could do. These conversations happened before the Christmas break.

     I tried to go on with my week and tried to speak with the (Principal) regarding the license issue. I tried several times until I caught her leaving her office and she told me that she had spoken to HR and they had said that there was nothing they could do about it. So, I asked her to excess me. She wrote me an email where she said that she understood if I wanted to go to another place. 

     I have not found any openings.

Sincerely,

(Me)

Second letter:

New superintendent. (I have no idea what happened to the first!)

(Superintendent's name)                                                                               2013

Superintendent D. 12

Dear Mr. (Superintendent),

     I am (Me). You extended my probation recently. I am writing to you to make some matters clear about me.

     I am a High School Tenured English teacher. I have been working for the DOE for 25 years. The bulk of my HS experience was in (xx) HS under (Principal) and then, (Principal).

     In the summer of 2009, I went to Arizona for a year. When I came back, I was hired at (MS-HS in Bronx). I was offered the 9^th grade ELA position but in September I was told that I would be teaching 6^th grade. When I expressed that this would affect my licensing (Principal) said she would have me on paper as the HS teacher since the 9^th grade teacher was a MS license. I figured it would be okay.

     In October, I found out that she had not done this and suddenly I found myself on probation for MS English. I reached out to several people including the union but to no avail. However, I was told that once I got a job at the HS level things would be fine.

     So, although I enjoyed working with the kids and parents (one actually wrote a letter of commendation to the Superintendent (xxx) and the Chancellor about me, I went on to the Open Market and was hired by (present school). I explicitly told the AP, (xxx) my situation and he said that there would be no issue and that I would be appointed under the HS license. Of course, this makes sense because I was hired by a HS.

     On my first informal walk-through in September, it explicitly said on my report “Tenured”. So, I didn't give it another thought. However, during a walk-through that they deemed “Unsatisfactory” I was threatened with a “U” rating because I was on probation. I explained how that could not be possible and that it must be a mistake. (Principal) said it wasn't. I asked her several times to please change my appointment to the proper license and she, on repeated occasions, told me she couldn't.

     This began a series of unannounced visits and several reprimands for a variety of things. I wrote to the Superintendent at the time and she never responded. I involved the union but to no avail.

     I was running a Drama Club after school and everything was fine. When I asserted myself regarding my situation, I was told on several occasions to cut the session short and leave the building. It happened so often that I finally cancelled the club. I was taken out of a Computer lab where the kids worked on Achieve 3000 because there were "claims" that my students were ruining the computers. And so on.

     Anyway, when I saw that all my lessons were being ripped apart and that I was being singled out, I told the Principal if she would release me or excess me. She said that she would not stand in my way but that she would not excess me. I used all of the information from NCLB and it didn't matter.

     I continued to be made to feel unwelcome at the school. When I was told that I would be getting another “U”, I grieved it. During this grievance meeting, I broke down and told (Principal and AP) how I felt. During this conversation, she made it clear that she could have changed my appointment but that she didn't want to. She wasn't sure if she wanted me in the school. However, I was reassured that I would not be discontinued, but that a “U” was in my future. So I asked again that I receive Pre and Post Observations, and I finally did. I received an S. Then came a walk-through and again I received an S. (Principal) softened somewhat and actually started speaking to me and saying good morning. I thought it was over.

     Then came time for the Tenure process and she said you advised her that my probation should be extended. So, she told me she needed to observe me again. She walked in on April 26. She saw the same elements for which I had been previously rated “S”. She rated the Walk-through “U”.

     I am being scrutinized and singled out. I come to work wondering what they will point out next. Although they claim to merely suggest elements they want in a lesson, they really expect them. I have incorporated everything they have asked of me and it doesn't matter.          I learned an entirely new way of presenting the lesson using the Learning Target and Criteria for Learning. Instead of seeing the progress, they focus on something else. They expect to see a group activity for every single lesson. So, even though every lesson does not lend itself to this practice, I reworked my lessons and do group and pair work. So now they find faults in that. I introduced Accountable Talk; she criticized my last lesson for too much accountable talk. They question the students and if one says they are working independently, they use it against me. Some kids prefer to work independently even when asked to pair up. That’s differentiation! Why am I being rated unsatisfactorily?  

     I am so frustrated. I get nervous every time they walk into my room. I feel harassed. I feel they are setting me up to receive a “U” rating at the end of this year. I really feel this is personal and I wish I didn't. I will go to another school, but who will hire me with a “U”? And, I do not want to ruin my 25 years of satisfactory service unfairly. What does this say of my former administrators who have, year in and year out, rated me “S” and placed me in positions of leadership? I have created curricula for electives, been a mentor, created programs and ran them successfully. I have been a Peer Mediator for an entire school campus. It doesn't seem possible that I am in this situation!

     I would like to meet with you regarding my situation.

Sincerely,

(Me)

It is the year 2014 and I am still awaiting a response to both these letters.

In my next post, I will share the letters I sent to the Chancellor. I actually just sent one to the new chancellor, two weeks ago. I haven't received ay correspondence.