money money money

Albanese says he could offer both retroactive raises and pre-K

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CUNY Institute of Education Policy head David Steiner spoke with mayoral candidate Sal Albanese this morning.

Long-shot mayoral candidate Sal Albanese has a proposition for the city’s labor unions: Let me change your pension plans, and I’ll give you retroactive raises.

“What I would propose in exchange for retroactive pay is reforming our pension system,” Albanese said today at a forum at Hunter College. “I want the unions to allow me to reform the pension system. We have a clunker of a system. It’s not modern.”

One of the next mayor’s first responsibilities will be to negotiate new contracts with the city’s municipal unions, including the United Federation of Teachers. Mayor Bloomberg has allowed the contracts to expire, and many unions say they plan to push for back pay for their members once they get to the negotiating table.

Albanese said offering the back pay, which Bloomberg says the city cannot afford, is possible if the unions agree to other changes to their benefits. Albanese cited a Toronto pension system as a model for reform, saying that it outperforms New York City’s. If New York City’s system functioned as well, he said, “we would save about $2.5 billion a year.”

Albanese made the comments at the latest forum held by the CUNY Institute of Education Policy this morning at Hunter College. David Steiner, New York State’s former education chief, is hosting mayoral candidates to let them explain how they would run the city’s schools.

Albanese’s plan to save money on pensions is important because he has expensive ideas for the city’s schools, outlined in detail in his “Smartest City in the World” plan released last week. (A former teacher and City Councilman, Albanese gave GothamSchools a glimpse into his plans in an interview in June.)

The heart of the plan focuses on early childhood education. If elected, Albanese says he would open pediatric wellness centers for children ages 0 -3 in all five boroughs. The pediatric wellness centers, according to Albanese, would allow doctors, educators, and parents to create quality learning environments for their children — environments that he said he hopes will erase gaps between children growing up in low-income areas and their wealthier peers.

Acknowledging the work of Geoffrey Canada and the Harlem Children Zone’s “Baby College,” Albanese said he would establish universal pre-kindergarten and consolidate Head Start and preschool programs under one city agency called the Department of Early Learning.

“It’s clear to me is that, one thing we aren’t doing as a city and a country, with the exception of isolated cases, is we aren’t focusing on is early intervention,” Albanese said.

Steiner asked how Albanese would cover the costs of the early education project, which he the candidate pegged at $500 million a year. Explaining his pension reform plan, Albanese took aim at a proposal by Public Advocate Bill de Blasio, who vaulted into frontrunner status in today’s Quinnipiac poll, to raise taxes on New Yorkers earning over $500,000 to pay for pre-K and after-school programs. The tax plan is “unrealistic,” Albanese said.

The Albanese education plan calls for the city to offer coding classes and bring more technology into the classroom.  Albanese also wants to invest in the New York City teaching corps, by creating one-year teacher residencies during college students’ senior years. Then, when new teachers begin their careers, they will be paired with an experienced teacher for two years so they can receive consistent feedback about their teaching practice.

“I based my educational philosophy on my own experiences as a student in the New York City public schools, and also as a teacher,” Albanese said. “I spent 11 years as a public school teacher. I understand education from the ground up.”

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.