One of the first people I thought of yesterday when I read the Daily News article with Chancellor Farina's hopes for the upcoming year was blogger Fidgety Teach. Fidgety was a highly regarded and loved pre-K teacher in Brooklyn when she got caught up in the evilness of her principal, Kristine Mustillo. One mistake, forever altered the course of Fidgety's career. One mistake, cost the children of Brooklyn a caring and loving teacher.
So what made me think of Fidgety when I read that article? I guess it would be this;
Fariña pledged to announce in the next two weeks a big reduction in the number of teachers getting paid despite not having steady classroom jobs. Earlier this month 114 of the roughly 1,100 teachers — known as the Absent Teacher Reserve — accepted $16,000 buyouts.Just an aside, should not someone at the UFT come out and say something about this? Should not someone from the UFT file a complaint with the NLRB? Shouldn't someone from the UFT just act pissed to placate the ATR's?
Fariña said the numbers would dwindle further as principals are taught best practices for writing up teachers and beginning the arduous termination process.
But back to Fidgety. I know how much she wants to teach. I know how much she wants to love what she is doing. I know how much she is hurting inside.
Fidgety wrote the following on her blog today. It will truly tear at your heart. It is very sad. You literally can feel her pain, her hurt, and her anger, anger at how the DOE has been enabled to allow this to happen.
You see an ATR in your school this week, say hi and ask what you can do.
Oh, and Fidgety really needs to blog more often. She is great!
After 20 years of teaching in
the NYC schools, I have spent the last three years rotating on a weekly basis to
and from 52 different school locations. While
most professionals change jobs an average of 3 times at most in a lifetime, an ‘ATR’,
aka a teacher belonging to the ‘Absent Teacher Reserve’, begins a new job every
Monday morning. Yes, a new job, meaning
new school, new colleagues, new principals, and a brand new set of rules every
Monday morning.
Oh, you don’t know what an
ATR is? I’m not surprised… It is scarcely mentioned in the UFT paper or discussed
at UFT meetings. There are even tenured teachers who know nothing about Absent
Teacher Reserve thanks to the UFT who tries to keep it under wraps. The ATR
status, created by the Department of Education/ and the Useless United
Federation of Teachers, has been purposely destroying careers of tenured
teachers for quite some time now, right under the nose of its’ very own
employees.
ATRs are hard working, tenured
and experienced professionals who are often 50+ years in age and high on the
salary ladder. It is no wonder that
these highly qualified teachers are unwanted by principals and their limited
budgets… A principal can easily fill 2 positions for the price of one ATR. ATRs
have lost their permanent position in their school building due to either a
school closing, or a failed attempt to have them terminated through false or
trumped up allegations by their administrator. Regardless of an arbitrator’s
decision to have these teachers return to their classroom through 3020a, the
Department of Education has single handedly deemed them unfit and ineligible to
teach, and REFUSES to play fair and place them back in their classrooms.
The DOE lies when they say that the ATRs are
incompetent and don’t want to work. They do want to work, ARE working and have
been working, but are treated as unwanted visitors and/or substitute teachers,
(not their choice) and have been rotating from school to school on a weekly and
often daily basis while the UFT turns the other way.
Who are the ATRs? (You can read about some of them HERE)
So, here it is… The life of
an ATR…
While regular teachers have
the same issue, I’m sure many ATRs will agree when I say that PARKING is one of
the toughest issues facing an ATR who relies on their car to get to work. What
makes it especially tough is that an ATR has no idea what their schedule will
be on any given day. I have arrived 60-90 minutes early to an assignment just
to procure a legal parking spot, one in which I won’t have to move during the
day for alternate side parking. Unlike a regularly assigned teacher, I have no
way of knowing in advance if I will have a lunch or prep period that coincides
with my need to move my car. In
addition, most schools have a limited number of parking passes that are equally
distributed to their teachers and rotated on a monthly basis.
Once entering a school
building, I am asked to sign in and show my ID at the security desk. In some schools, I must only show ID on
Monday, but in some, I am asked to show ID every day of the week. I am given a “visitor’s” sticker or “visitor’s”
pass that I am required to wear around my neck, which I find degrading since I
am not a visitor, I am an employee, (who are they kidding?) and directed to the
main office, which is usually one flight up the stairs.
It is in the main office that the tone for my
day is set with a either a greeting, a casual groan, a dirty look, a few
whispers, or most often, the complete denial of my existence.
When I am finally
acknowledged it’s like this: “Oh the ”ATR”
is here.” (My new name) “Oh you’re back”, or “What’s your file
number?” I am often handed a school manual, which cites the individual rules of
the school and asked to sign a paper stating that I received it.
“Here’s your time card and schedule.” I am asked to “clock in”, although as a
teacher, I am not required to. I do this as a protective measure so that a
school cannot say that I wasn’t there, or that I was late.
My schedule is handed to me
by *someone. (*school aide, secretary,
or an assistant principal. It wouldn’t surprise me if a custodian handed me my
schedule.) Your guess is as good as mine-- because in this ‘professional’ setting,
no one bothers to introduce themself /selves unless asked to. If there is no schedule prepared for me, I am
either ignored, or asked to wait on a bench, or to wait in the teacher’s lounge,
or some other remote location for an unspecified amount of time. When I
actually get to the teacher’s lounge or wherever I am asked to wait, it is usually
at that point when I am immediately paged to return to the office for my
schedule.
From a professional point of
view, do you think that it might be beneficial for a teacher to know what grade,
type of class or subject they will be teaching for the next 8 hours? As a
common branch teacher who is not certified in Special Education, one might
think it would be important to know whether the students have IEPs, special
needs or diversified schedules. The DOE thinks not. While the DOE is ridding
Common Branch Licensed teachers from the Junior High and High Schools, they are
sending CB licensed ATRs to fill those vacancies on a provisional basis. Does
this make sense?
I take a few seconds to look at the schedule I
am given, and ask if there are any specific instructions pertaining to
lunchtime transitions and dismissal procedures. (I ask because nine out of ten
times I am left by myself to dismiss children as young as 5 to parents, uncles,
cousins and guardians whom I am seeing for the first time. In which case, if I am
informed early enough, I will pre-request assistance with dismissal.)
I must note that while in
rotation from school to school, one learns quickly that no two schools are the
same in any way, shape or form. This significant difference between schools makes
the job of rotating so much more difficult. It is impossible to get familiar
with the staff/master a routine/ learn the safety/fire drill code & the
expectations of administration in 1 to 5 days…then run off to another school
and learn another routine, etc. on the following Monday. If one is not familiar
with the safety code of a school and is supposed to follow it, wouldn’t that be
cause for concern? This lack of uniformity between schools is foreign and most
surprising news for those who never leave the comfort of their appointed work
place. Administration expects that because one is a “teacher”, one automatically knows everything
about schools and children- ALL of the schools and ALL of the children. Kind of
the same ignorant way of thinking that the reformers have….if one sat in a
classroom as a child, shouldn’t they be able to dictate what should be taught
and how? A school is a school isn’t it? Umm, not exactly.
NEWS FLASH! ---No two schools have the same
rules, procedures or time schedules. Let’s look at some of the differences
between schools that may throw off a tenured teacher, substitute teacher, visitor
(even a teacher in rotation) who is entering the school for the first time…
Some schools have a half of a
minute or two between periods, and some do not. (no time between periods
translates to no time for a bathroom break for an ATR.)
Some schools have ‘extended’
day worked into their schedule and some have an additional complicated routines
added on to their day either in the am or pm part of the day.
Some admins provide ATRs with
a clear gridded schedule with periods, school hours and preps to follow. On the
other hand, admins have handed me a barely legible scribbled ‘post it’ note
with some classes written on it- that lacks a time schedule.
Individual schools have their
own codes written on time schedules, such as PE, or G, or *&^%$ meaning gym
and an ATR is left on their own to decipher these codes everyday.
The rest is on a ‘need to
know’ basis and because I need to know, I have to ask…
“Where is the bathroom,
teacher’s lounge, auditorium and lunchroom?”
“Is there a place where I can
hang my coat?” It is quite burdensome to carry around a coat all day when
moving from class to class each period.
“Do you have a teacher’s
lounge, refrigerator, microwave, place to stay on a prep?”
“Is there a bathroom key?” I am quite sure
that I am never going to get a bathroom key, but I humor myself each time, and
ask anyway. In response, Ms. Secretary looks at me like I have 5 heads and
tells me that I need to catch a teacher either going in or coming out of the
bathroom. I think to myself, “Is that like catching a bus?” “We never give bathroom keys to subs,” says
Ms. Secretary.
Next question, classroom key…I ask for a
classroom key and am directed to an unlocked key cabinet where several hundred
keys hang in disarray.
“The classroom door should be unlocked already,
but if it’s not, come back down (which translates to, “Walk up 5 flights of
stairs, check the door and if it’s locked, come back down for the key”)", says Ms.
Secretary.
Last but not least I ask,
“Where do I pick up the kids?” I am often sent to the auditorium only to learn
that the students are outside, have already been picked up by a cluster
teacher, or in the lunchroom.
I get to the classroom and
the door is locked. With hands full of schedules, attendance folders and
lessons, coat, bag and lunch, I find an open door nearby and manage to juggle
the phone to call the office and then must wait for a custodian to open the
classroom door. With zero time to search the room for a lesson plan that may be
nonexistent, I drop off my things and head down to ‘find’ my class. I enter
into an auditorium filled to the brim with kids and wait till someone notices
that I have no idea where I am.
Then, I claim my students and
I go off…into the abyss of this unfamiliar hallway with equally confused
students to this mystery classroom in the insane world of the DOE.
Aside from the usual
pettiness that most teachers engage in over coffee machines and water
dispensers, cruel notes left on the refrigerator door and who sits where at the
royal lunch table is the bubble of ignorance that these teachers and colleagues
exist in.
Here are some of their actual
comments:
You’re so lucky you don’t
have to be observed!
The slave labor is here!
Why don’t you apply for a
classroom position?
I had an ATR in my classroom
once and he did nothing.
Aren’t you the rubber room
people?
You get paid as much as we
do, you should know what to do!
How can I get to be an ATR
and do nothing all day?
I would give anything to not
have to write lesson plans.
Are you a sub?
So, what is it exactly that
you do?
The saddest part of is, is that these
questions are not coming from young, newbie teachers. What’s an ATR? I once told a teacher that the ATRs are
really sent to observe the classroom teachers. That really made her day!
As a regular classroom
teacher, I was required to leave a lesson plan or ‘sub folder’ in the room if I
was going to be out for the day. Why is it then that nine times out of ten,
there are no lesson plans in the room when I arrive? As an ATR, I am always prepared with at least
one comprehensive lesson plan for each grade of the school I am in, as I never
know in advance what grade I will be sent to each day. I may be required to go to a different grade
each period, or be assigned to one class for the entire day. Yes, I am a
teacher, but I am not a magician who can pull a complete day of lessons out of
a hat at a moment’s notice.
As I begin my fourth year as
an ATR, I am ridden with frustration and anxiety. Time and again, the articles
in the paper fail to tell the truth, and the public continues to be misinformed
about who we are. We are professionals who ARE WORKING and WANT TO CONTINUE
WORKING and are being denied the privilege of working in the capacity where we
can be most productive. Weekly Rotation
denies us the continuity of knowing our students and colleagues and the
productivity that results from daily interaction. Rather than utilize the
enormous talent available in the ATR pool, our new chancellor has allowed the
hiring of young and inexperienced teachers to fill the vast amount of open
positions resulting from the expansion of Universal Pre-K and huge retirement
incentives in the new contract. Why hire new teachers when you have hundreds of
qualified ATRs already on payroll? We are tired of being named as the
scapegoats for an already dysfunctional education system. Which leads me to the
final question that has all of us wondering.
