Indiana

IPS teachers push for more pay through 'Elevate IPS'

PHOTO: Scott Elliott
Last year, more than 150 IPS teachers assembled teacher compensation plans for a fictional school district from a variety of policy options as part of a TeachPlus event. Now teachers are pushing to try new strategies to raise teacher pay.

Tina Ahlgren started getting nervous last year as she sifted through lists of names of Indianapolis Public Schools teachers who had decided not return for another year without a raise.

The Shortridge High School math teacher — IPS’s 2014 teacher of the year — said she was disappointed but not surprised to see some of her highest-performing colleagues on a list of resignations — including a finalist for the prestigious Hubbard Life-Changing Teacher Award.

“It wasn’t the new teachers, or the ones who can’t cut it,” Ahlgren said. “It wasn’t the retirees. It was the middle people … who had really tried to stick it out after five years of no increase. That’s scary.”

Ahlgren is leading a new coalition of both union and nonunion teachers called “Elevate IPS.” The group is advocating for a pay raise in next year’s contract, which if approved would be the first in more than five years.

The goal is preventing another exodus of IPS teachers to nearby districts — where the pay can be as much as 10 to 25 percent higher — and keeping good teachers in the classrooms with some of the city’s neediest children.

“It’s not even about retaining or getting quality teachers,” Ahlgren said. “We’re having trouble getting warm bodies in IPS. We really need to help close this pay gap. When we lose people, we’re losing our best people.”

Superintendent Lewis Ferebee, who has previously said he wants to give teachers a raise, said he is encouraged by the group and wants to work with them to find ways to improve pay. Union president Rhondalyn Cornett also said she supported it at a recent board meeting.

This year, Ferebee said, the district couldn’t afford the recurring cost that an across-the-board raise to base salaries would bring. So instead IPS’s contract with the union gave teachers a one-time, $1,500 performance bonus.

“Seeing a group of teachers come together around this could be huge for IPS,” Ferebee said. “Having an organized group of teachers outside of the (union) bargaining unit is very fascinating because we haven’t had that in the past. Anything and everything we can do to address compensation, I’m on board.”

But state budget changes still looming in the legislature could scuttle Ferebee’s plan to work a raise into the budget. Lawmakers are still in the process of approving the state’s next two-year budget.

The district stands to lose $18 million or more if changes to the state’s funding formula changes approved by the House last month become law. The Senate has not yet approved a budget and those numbers are likely to change.

But will they change enough for teachers to get a raise? Ferebee is worried about how the legislature’s decisions could affect the district’s bottom line, and could block efforts to pay raises.

“I’m not saying it will stop our work,” Ferebee said, “but it definitely compromises our ability to do so.”

Teachers who are part of Elevate IPS hope to make an appearance at the Statehouse before the budget negotiations are finalized. Ferebee said he wants to join them.

“I think that we need those same teachers with me when I’m testifying on the floor talking to legislators about our progress,” Ferebee said.

Harshman Middle School teacher Madeline Mason, one of 10 finalists for IPS’s Teacher of the Year award, urged board members to take the issue seriously when she spoke in front of the IPS school board last week on the group’s behalf.

“We’re about moving away from complaining in the hallways and in the teachers lounge and actually about taking action,” Mason said.

But IPS school board member Sam Odle said teachers are going to need to support the district making some tough spending cuts over the next few years if they want raises.

“The legislature is going to give us less money,” Odle said. “The option isn’t for us to print our own.”

Negotiations over a new contract with the union won’t take place again until next fall. But Ahlgren said it’s important for teachers who may be considering leaving the district to learn sooner rather than later if they can expect an increase in pay. Board members last summer said they were concerned when a sea of late resignations flooded in just before the school year.

Even an incremental increase would be appreciated, Ahlgren said, to slow the growing earnings gap between teachers in IPS and nearby districts.

A 2010 study by Teach Plus called “The Cost of Loyalty” found that a teacher who stays at IPS for 25 years stands to lose about $235,000 over a lifetime compared to a colleague in the same position less than 10 miles away in Decatur Township.

“We know that IPS can’t make up a $14,000 pay gap in one contract,” Ahlgren said. “It’s going to take a show of faith of a significant step in the right direction.”

Teacher pay can have real impact on student learning, the group says.

An inability to recruit teachers leads to vacancies, Ahlgren said. As recently as mid-March the district had about 65 unfilled teaching positions.

“At the elementary level when there’s teachers missing, the classrooms get consolidated and you end up with bigger class sizes,” Ahlgren said. “At the high school level, we just set permanent substitutes who may not be licensed or qualified.”

Effective teachers are also heavily recruited by other districts.

School 39 teacher Abby Taylor, who has been moved eight times to teach at different schools during her nine years in IPS, said it’s becoming harder and harder each year to stay with the district without a raise. She said she sometimes gets an offer to leave as often as every week.

“When word gets around you are a leader in your building, they’re going to ask you to come,” said Taylor, who is a member of Elevate IPS.

But the kids keep Taylor in IPS — for now.

“It shouldn’t have to be a choice between your family at home and your school family,” Taylor said. “We’re choosing both. We can’t do that forever.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.