human capital

Comptroller's audit criticizes city's handling of ATR pool

Chart from Comptroller John Liu's audit of the Absent Teacher Reserve.

The Department of Education could potentially be doing more to help teachers whose positions have been eliminated find new jobs.

That’s one conclusion of an audit conducted by Comptroller John Liu of the DOE’s efforts to help members of the Absent Teacher Reserve, the pool of teachers whose jobs were lost to budget cuts, enrollment changes, or school closures. The audit concluded that the vast majority of ATRs — 95 percent — are working full-time in teaching jobs, but that the department doesn’t maintain data sufficient to conclude whether its efforts to help the teachers find permanent positions are paying off.

“Without such information, we believe that DOE is significantly hindered in its ability to evaluate the success of its efforts in helping ATR teachers find permanent positions,” the report concludes.

The audit is not meant to dictate policy and is intended only to draw attention to what the report said was an information gap within the DOE on the ATR pool.

But an unwritten conclusion also seems to be that the city is wasting money by hiring new teachers when ATRs are licensed to do the job.

Two charts billboard the number of positions for which ATRs were eligible that instead were filled by new teachers. Last year, the audit documents, 1,796 new teachers were hired for positions that 273 ATRs could have filled, the charts show. The report estimates that the city could have saved $12.4 million if all 273 ATRs had filled the positions for which they were eligible, and the city hired 273 fewer new teachers.

Under the principle of “mutual consent,” adopted in the 2005 teachers contract, teachers gave up the right to claim positions without principals’ approval, and the city gave up the right to place teachers unilaterally into open positions. The change gave principals more control of their staffs but also created the ATR pool.

In a response appended to the audit, the DOE’s deputy chancellor in charge of human capital, David Weiner, says the charts signal that the comptroller would prefer that the city abandon mutual consent in favor of forced placement.

The audit’s “analysis regards teachers not as individual professionals with unique strengths and/or weaknesses as candidates for teaching jobs in unique schools, but rather as fungible, replaceable parts,” Weiner wrote. He echoed language in the 2009 “Widget Effect” report by The New Teacher Project, which has urged the city to save money by terminating teachers in the ATR pool.

A spokesman for Liu said the charts are merely food for thought in a 20-page audit intended to spur the department to gather and crunch more data about the ATR pool.

“There may be cost-effective ways for placing ATR teachers that the DOE may not have considered,” said Matt Sweeney, a Liu spokesman. “One of the audit functions is to provide the agency as much information as possible that it may have overlooked.”

Other interesting data points uncovered in the audit: the DOE sometimes assigns ATRs back to the schools where they originally worked, despite a policy prohibiting that practice; no formal review took place before the DOE decided to eliminate salary subsidies for principals who hired teachers from the ATR pool; and more than 300 teachers in the pool as of March 1 had landed there after settling or being cleared of misconduct charges, likely many after the city rushed to close the “rubber rooms” several months earlier.

Teachers union president Michael Mulgrew said the audit vindicated the union, which has always said that teachers in the ATR pool were pulling their weight within the system.

“[Ex-]Chancellor [Joel] Klein’s constant public pronouncement that this was costing the city $100 million was fraudulent and that’s the nicest way that I can say it,” he said.

Mulgrew said the biggest force keeping teachers in the ATR pool is the fact that DOE charges principals for the real salaries of their teachers, creating a disincentive to hire senior teachers when newer ones are available.

The ATR audit is one of several audits that Liu undertook into the DOE after a series of town-hall meetings where New Yorkers suggested topics for investigation. At least three other DOE audits are expected to be released this month, according to Crain’s New York.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”