Sisulu-Walker Charter School of Harlem.

After almost two years of legal challenges by the school’s administration, teachers at Sisulu-Walker have won a decision at the New York Public Employment Relations Board (PERB) that confirms their vote to form a union at the school.

On May 8, PERB sided with the UFT and officially certified the bargaining unit at Sisulu-Walker Charter School of Harlem. With this decision, the United Federation of Teachers (UFT) will serve as the exclusive collective bargaining agent for the educators at the school.

The Sisulu-Walker Charter School of Harlem was founded in the fall of 1999, as one of the first three charter schools in New York state. The school was named after Walter Sisulu, a prominent member of African National Congress and Dr. Wyatt Tee Walker, a former adviser to Rev. Dr. Martin Luther King, Jr.

In October 2010 educators at the school came together to form a union by signing union authorization cards, which were then filed with PERB.

Since the teachers organized a union at the school, educators at the school and the lawyers for the UFT allege that administration at the school has committed a series of blatant violations of the Taylor Law, which grants teachers the right to organize a union. The UFT believes that the school has fired and otherwise discriminated against teachers because of their support for the union. Teachers have been pressured to withdraw their support for the UFT. Hearings over these charges are ongoing.

As a result of learning about these systematic violations of teachers’ rights, the school’s namesake, the Sisulu family in South Africa, wrote a letter to the school’s board on March 31, 2012.

The fight to have a union has been long and difficult but well worth it, according to Kenya Burton a sixth-year resident teacher at the school. “Now that we have been recognized as a union, we look forward to working with administration on issues concerning our students and the school at large. As teachers we provide vital insight into the common goal of helping Sisulu-Walker optimize learning opportunities for students,” she said.

Now that the bargaining unit has been certified, the staff and management will begin the process of negotiating a contract. Teachers at the school said they look forward to working with the school’s administration to create a contract which will solidify their mutual commitment to providing the highest quality education for the students and a professional environment for the staff.

Sisulu-Walker is managed by Victory Schools, a for-profit educational management company based in New York City.

Amber Charter School, 220 East 106th Street (between 2nd & 3rd Avenues)

Join us for a FREE professional development workshop on how to structure your classroom in ways that support students socially and emotionally, and foster academic growth.

Along with fellow charter school teachers, examine effective strategies to help students learn both social and academic lessons in the classroom.

Click here to register

When: Saturday, May 19, 10 a.m. – 1:30 p.m.

Where: Amber Charter School, 220 East 106th Street (between 2nd & 3rd Avenues)

• Taught by current classroom teachers
• Collaborate with other charter school teachers
• Dynamic, hands-on session
• Informal setting

The workshop is FREE and open to all charter educators.

Lunch and refreshments will be provided.

Certificates of participation will be available to all participants; these can be applied to the professional development requirement for teacher certification.

Directions

Take the 6 train to the 103th Street stop.
View Map

Photo by Rob Callaghan. Teachers ratifying the contract on Nov. 3. "We assumed Merrick — the administration and the board — would follow the contract, because that’s what normally happens,” said UFT Chapter Leader Christine Celli-Hernandez.

When teachers at Merrick Academy Charter School in Queens Village ratified their first contract this past November, said UFT Chapter Leader Christine Celli-Hernandez, “we assumed Merrick — the administration and the board — would follow the contract, because that’s what normally happens.”

Instead, said Celli-Hernandez, who has taught at the school for a decade, Merrick did not adhere to the pay increases, retroactive pay, work hours and tuition reimbursement that it had agreed to.

The contract included a 4 percent raise for teachers in the 2009-2010 school year, a 3 percent raise in 2010-2011 and 2.5 percent raises in each of the following two years, none of which teachers have received.

And despite contract language that spells out the reimbursement rates for courses relating to obtaining or retaining teaching licenses, Merrick reimbursed two teachers at only a fraction of what it had agreed to.

Merrick teachers used their contract to grieve these and other issues, going through steps one, two and three of the grievance process, only to find Merrick ignoring the grievances — just as it had ignored the contract — every step of the way.

Left with few other avenues of redress, the UFT on March 30 filed a lawsuit against Merrick alleging breach of contract.

“From the moment Merrick teachers decided they wanted to be organized as a chapter of the UFT and have the right to collectively bargain their wages and working conditions, the board has done everything in its power to deny them those rights,” said Leo Casey, the UFT vice president for high schools. “Given their refusal to abide by the contract, we decided to go to court.”

In addition to the lawsuit, the UFT filed an improper practice charge against Merrick Academy with the state Public Employment Relations Board accusing Merrick of intimidating and coercing teachers.

“It took us years to negotiate this contract and we want it adhered to and we want to stop being harassed,” said Celli-Hernandez.

The first instance of harassment cited in the PERB complaint involved teacher Eully Risi, who was placed on a two-week unpaid administrative leave for insubordination after asking a question in a staff meeting.

According to the complaint, Celli-Hernandez was also the victim of harassment as a result of performing her duties as chapter leader — a violation of the state Taylor Law. Celli-Hernandez had met with Human Resources to discuss complaints from several teachers that the principal was not present for the entire classroom observation and had been on her cellphone when she was supposed to be observing the class. Shortly after her meeting, Celli-Hernandez was given a letter in her file and informed that if she was found to have spread “malicious gossip and/or rumors,” she could be terminated.

Risi and Celli-Hernandez were among the 11 teachers fired with no warning — by FedEx letter — in July 2010, during the campaign for union representation at the school. The UFT won reinstatement or settlements for all teachers.

Merrick is managed by Victory Schools, a for-profit charter management organization that has had an adversarial relationship with the UFT.

This article originally appeared in The New York Teacher on April 19, 2012, visit UFT.org, for the original article.

Most of the school’s staff indicated their support for the union by signing union authorization cards last fall.

In the letter that they delivered to both the principal and the school’s board announcing their decision to form a union, the teachers outlined their desire to work collaboratively with the administration to create a school-based contract that fulfills the school’s mission and best supports teachers and students.

The board had the opportunity to voluntarily recognize the union. After the deadline passed, the teachers and the UFT filed a petition with PERB asking it to certify the union on the basis of the union authorization cards signed by the teachers. After reviewing the cards, PERB officially acknowledged the union at the school.

“Being a member of a union will make me feel safe and secure to fulfill my mission as a teacher,” said Awa Diop, a founding teacher at the two-year-old school. “The union allows me to express myself in a productive way to help the success of our school.”

Teacher’s aide Affoussata Boundy said having a union “would help to create a more positive environment in which we can provide the best education possible to our students.”

Maya Wojcik, a teacher’s assistant at the school, noted the important role that the union has played in her brief career as an educator. “The union has provided me guidance, showed me respect as a professional and empowered me as an educator,” she said.

The New York French American Charter School offers bilingual and bicultural instruction in French and English. It serves about 150 students in kindergarten through 2nd grade, with plans to expand to eventually serve students in kindergarten through grade 12.

“Charter school teachers want representation, and a voice to help do what is best for their students,” said UFT President Michael Mulgrew. “We are happy to welcome the New York French American Charter School teachers and staff into the UFT family.”

The UFT now represents educators at 15 charter schools in New York City.

This article originally appeared in The New York Teacher on March 22, 2012, visit UFT.org, for the original article.

Amber Charter School, 220 East 106th Street (between 2nd & 3rd Avenues)

It is critical for educators to identify student behavior that impedes learning, and apply interventions that both promote positive student attitudes to learning and teach social skills.

In this workshop, participants will practice strategies to teach students to manage anger, promote social skills, engender positive attitudes towards learning, and modify behaviors that impede learning. The session will provide teachers opportunities to reflect on current instructional practices and practice research-based interventions to address student behavior.

Click here to register.

When: Saturday, March 31, 10 a.m. – 1:30 p.m.

 
Where: Amber Charter School, 220 East 106th Street (between 2nd & 3rd Avenues)

• Taught by current classroom teachers
• Collaborate with other charter school teachers
• Dynamic, hands-on session
• Informal setting

The workshop is FREE and open to all charter educators.

Lunch and refreshments will be provided.

Certificates of participation will be available to all participants; these can be applied to the professional development requirement for teacher certification.

Directions

Take the 6 train to the 103th Street stop.
View Map

A large majority of the teaching staff, along with other staff members at the school, signed union cards in November and delivered a letter to the principal and the school’s board announcing their decision to seek union representation.

The school’s board refused to recognize the union and the UFT asked PERB to certify the bargaining unit.

“Since the petitioner has submitted evidence that it represents a majority of the employees in the unit, pursuant to §201.9(g)(1) of the Rules, it has thereby satisfied the requirements for certification without an election and is eligible to be certified as the exclusive negotiating agent of the unit,” ruled Monte Klein, Director Public Employment Practices and Representation.

“Charter school teachers want representation, and a voice to help do what is best for their students,” said UFT President Michael Mulgrew. “We are happy to welcome the NYFACS teachers and staff into the UFT family.”

“Being member of a union will make me feel safe and secure to fulfill my mission as a teacher,” said Awa Diop, a founding teacher at the school. “The union allows me to express myself in a productive way to help the success of NYFACS.”

The next step in the collective bargaining process will be for the teachers and the charter school board to negotiate a contract.

The New York French American Charter School offers bilingual and bicultural instruction in French and English. It serves about 200 students in kindergarten through 2nd grade at 311 West 120th Street, Manhattan.

This press release originally appeared on UFT.org on March 14, 2012, visit UFT.org for the full text.

Essence Jaime, Beatrice Yode, Soukeyna Diop, and Affoussata Boyndy (left to right)

Teachers and staff at the New York French American Charter School in Harlem have elected to join the UFT in order to strengthen the school community and create the best possible learning environment for students.

Most of the school’s staff indicated their support for the union by signing union authorization cards last fall. Educators at the school delivered a letter to both the principal and the school’s board announcing their decision to form a union.

In the letter, the teachers outlined their desire to work collaboratively with the school’s administration to create a school-based contract that fulfills the school’s mission and best supports teachers and students.

The school’s board refused to voluntarily recognize the union, and teachers are now awaiting the New York Public Employment Relations Board (PERB) to officially certify the union based on the votes.
“Being member of a union will make me feel safe and secure to fulfill my mission as a teacher,” said Awa Diop, a founding teacher at the school. “The union allows me to express myself in a productive way to help the success of NYFACS.”

Teacher’s aide Affoussata Boundy said joining the union “would help to create a more positive environment in which we can provide the best education possible to our students.”

Maya Wojcik, a teacher’s assistant at the school, noted the important role the union has played in her young career as an educator. “The union has provided me guidance, showed me respect as a professional, and empowered me as an educator,” she said.

The New York French American Charter School offers bilingual and bicultural instruction in French and English. It serves about 150 students in kindergarten through 2nd grade, with plans to expand to eventually serve students in grades K to 12.

The UFT now represents educators at 15 charter schools in New York City.

Photo by Miller Photography. Working on a task together are (from left) Aggoussata Boundy of New York French American Charter School in Harlem, Mary Frances Hopkins of the Opportunity Charter School in Harlem, UFT staffer Richard O’Brien and Anna Lambert of the New York City HS for Architecture, Engineering and Construction Industries in the Bronx

By Rob Callaghan

For the first time, unionized charter school leaders participated in the UFT’s annual two-day long intensive training on how to become effective school-based union leaders. The event, which took place on Jan. 19-20 in Rye, N.Y., brought together leaders from the union’s 14 functional chapters, including charter educators from Amber Charter School, Bronx Academy of Promise Charter School, New York French American Charter School in Harlem, Green Dot New York, Merrick Academy Queens Public Charter School, New York City Charter High School for Architecture, Engineering & Construction Industries (AECI), Opportunity Charter School, and the UFT Charter School.

UFT Director of Legislation and Political Action Paul Egan organized the training, which included 340 activists from the union’s functional chapters.  On Saturday morning, UFT President Michael Mulgrew addressed the assembled crowd. He thanked them for attending and provided updates on contract negotiations and the evaluation talks with the Bloomberg administration.  After Mr. Egan and President Mulgrew provided some overall context for the training for chapter leaders, charter school teachers broke out into smaller groups for a series of workshops focused on the specific issues facing unionized charter schools.

The first session, lead by UFT Vice President Leo Casey, focused on leadership development.  Dr. Casey discussed the historical background of public sector unions and public education to help provide some context for the current climate of the progressive charter school movement.  He reminded unionized charter school leaders of their important role in ensuring that charter schools are truly public schools.

James Thindwa of the Chicago Alliance of Charter Teachers & Staff (Chicago ACTS) led a session on engaging the local community in their schools.  Charter school educators engaged in activities to help better understand the perspectives of parents and other members of the community.

Sunday’s session provided attendees with an overview of the roles and responsibilities of being a school leader.   The presenters showed charter leaders important ways to engage fellow teachers in their union at their schools.

Green Dot New York chapter leader Donial Rodriguez expressed how important the weekend was to connect with other unionized charters. “The training was an important opportunity to share ideas with other New York charter school colleagues and listen to their struggles,” he said.

Jacqueline Veracoechea of Merrick Academy Queens Public Charter School agreed that the training was a unique opportunity to make connections with other unionized charter leaders.

“The weekend reminded us that we are not alone as unionized charter school teachers,” she said.  “We can support each other and provide advice for each other. All in all I had a wonderful time.”

This was the first chapter leader training developed specifically for charter school leaders, and more are expected.  Currently, the UFT represents educators at 15 charter schools on 17 campuses through the Alliance of Charter Teachers and Staff (UFT ACTS).

Instructor Valerie Braman leads a workshop in Brooklyn on Dec. 3

Our students come to the classroom with a variety of experiences and interests, learning at different rates and in different ways, demonstrating different levels of motivation, and representing multiple language groups. How can we meet the needs of all learners, and support students’ academic growth?

This workshop will identify key elements of differentiation instruction and how to use them in lesson design. The session will provide teachers’ opportunities to reflect on current instructional practices and develop new strategies for effective teaching of academically diverse students.

UPDATE: Due to overwhelming response for the Jan. 28 workshop, we’ve added an additional session of the professional development workshop on differentiating instruction on Feb. 11.

Register today!

• Taught by current classroom teachers
• Collaborate with other charter school teachers
• Dynamic, hands-on session
• Informal setting

The workshop is FREE and open to all charter educators.

Lunch and refreshments will be provided.

Certificates of participation will be available to all participants; these can be applied to the professional development requirement for teacher certification.

When: Saturday, January 28, 10 a.m. – 1:30 p.m.

Saturday, February 11, 10 a.m. – 1:30pm

Where: Amber Charter School

220 East 106th Street (between 2nd & 3rd Avenues)

Directions
Take the 6 train to the 103th Street stop.
View Map

OCS parent speaks out during Dec. 8 rally

By Rob Callaghan

UPDATE: In January 2012, the New York Department of Education granted a two-year renewal to Opportunity Charter School, allowing it to continue to fulfill its mission to serve students with special education needs.

Recently, Opportunity Charter School (OCS) of Harlem has been targeted by the Department of Education (DOE) for closure. The school’s charter is up for renewal and the DOE has placed the school on its “early engagement” list. The news came as a shock to parents, teachers and the school’s administration given the school’s success with students with special needs. Some parents and teachers expressed concern that OCS has been put on this list to create more space for Eva Moskowitz’s Harlem Success Academy 4, which shares space in the same building. Opportunity is one of three schools, along with Wadleigh Secondary School for the Performing Arts and Frederick Douglass Academy II, which are co-located with Harlem Success schools and are on the closure list.

Last week, the entire Opportunity Charter School community rallied in support of the schools’ 5 year renewal. Parents, teachers, and students, decked out in their Opportunity colors, held a rally outside the school, chanting “5 more years!” The rally on Dec. 8 was the second such event held in the past few weeks.

On Nov. 11, the Department of Education held at a public hearing regarding the school’s charter renewal. At the meeting, students, parents, alumni and teachers took to the podium to express their unwavering support for the school’s mission and questioned the motives for shuttering the school.

United Federation of Teachers Vice President Leo Casey reaffirmed the UFT’s commitment to the teachers, parents, and students of OCS. He also noted the school’s achievements with special needs students, and questioned the motivation for closing the school, “If a decision about Opportunity Charter School is made based solely on education, and not political reasons, it cannot be closed” said Dr. Casey. He left the stage to thunderous applause from the assembled crowd.

Despite losing her voice, parent teacher association president Shire Tribble addressed the crowd with the help of math teacher and basketball coach Natasha Seabrook who read a statement on Ms Tribble’s behalf.

When asked about the event days later, Ms. Tribble questioned the logic of closing down a school like OCS, “Opportunity is the only school that serves this many students with IEPs,” she said, “OCS has been very successful serving these students, so why would they be put on this list?”

The parent leader also spoke about how important the school has been to her and her daughter “Opportunity is family-oriented and really encourages parents to take part. The teachers give my daughter one-on-one attention that allows her to be the creative person she is.”

About half of Opportunity’s students have an Individualized Education Program (IEP) and many of the students entered the school having fallen behind. The school has been very successful serving this high needs population. The middle school received a B on its latest progress report and received extra credit for improving high-need students’ ELA scores. At the same time, the high school outperformed similar schools on the student performance category (i.e. graduation rates and Regents exam scores) on their most recent high school report card. Opportunity has been particularly successful graduating special education students; the school’s special education graduation rate was almost double the city’s average for special needs students.

These events serve as a reminder of the important place Opportunity has in the Harlem community. Students, parents, teachers, and alumnus are committed to making sure the school remains open to fulfill its unique vision. Third-year assistant teacher Crystal Chandler noted the vital role Opportunity serves, “It’s essential to keep OCS open. We serve every student that walks through those doors – no matter what. There is no reason we should be on this list. We are Harlem’s success!”

The New York Department of Education, which authorized the school’s charter, will make a decision on whether to renew Opportunity’s charter within the next few months. To show your support for the school community please submit comments via email to: charterschools@schools.nyc.gov

In addition, the New York City Parents Union, a citywide group of public-school parents, has started a petition to keep Opportunity open. Read and sign the petition.