A great article by Anne OBrien
Deputy Director of the Learning First Alliance on the ABCFT/ABCUSD partnership.

When Teachers and Administrators Collaborate

From Edutopia

Find the original article here

Those of us in education know that systemic change requires collaboration. And when trying to implement large-scale initiatives like the Common Core State Standards that require rethinking professional learning, curriculum and instructional materials, family engagement activities, assessment and other aspects of the education system, collaboration is particularly important.

But too often the rhetoric of change indicates that it is being done to teachers, not with them -- particularly change driven by politicians who know little about education and are more conscious of the political realities they face than the best interests of students. And as we have learned from education reforms past, that type of change is doomed to fail.

Yet there are places across the country where that is not the case. These are places where teachers and administrators work together both to implement policy decisions in ways that benefit students and to develop innovative solutions to the challenges that their community faces. One such place: California's ABC Unified School District.

Collaboration in ABC

ABC has been widely praised for the collaborative relationship that exists between its teachers and administrators. Not only has the district received a great deal of positive press about this partnership (for example, one blogger recently wrote that he "left ABC rejoicing in what they have been able to accomplish" in this arena), it also served as the basis for research by Rutgers University's Saul Rubinstein and John McCarthy on how working together improves student achievement.

What makes ABC so special is not just the fact that a strong partnership between teachers and administrators exists. It is the fact that the collaboration has been institutionalized. The partnership has thrived for well over a decade, under multiple superintendents and through a number of school board elections. And this has led to a district culture "of shared planning, decision-making, and responsibility" that is "built on respect, commitment, and trust," as a 2011 case study puts it.

Among the many issues that teachers and administrators in ABC have tackled together are curriculum development, textbook selection, recruitment and hiring, mentoring, teacher evaluation and support, and use of data-based decision making to improve student performance. And the partnership is having a positive impact on students.

One early example of collaborative problem solving in the district was the creation of the Southside Schools Reading Collaborative, which targeted resources and support to six high needs schools that then showed the most growth on standardized assessments in the district. And Rubinstein and McCarthy's research shows that the district's students have higher achievement in the schools with stronger partnerships between teachers unions and school administration.

What Does It Look Like?

Those in education use the words "collaboration" and "partnership" quite liberally, often giving little to no details on what specifically good examples look like. But a 2011 set ofcase studies of six districts, including ABC, that have developed and sustained strong relationships between teachers and their unions and administrators while improving public education found thirteen common themes, including:

• Emphasis on teacher quality, including professional development, new systems of evaluation, peer-to-peer assistance and mentoring programs
• Focus on student performance, with districts creating opportunities for teachers and administrators to work together to analyze student performance to identify and focus on priority areas for improvement
• Substantive problem-solving, innovation and willingness to experiment, working together to come up with new ways to address critical issues, with the partnership serving as a vehicle for improvement (not as the end in itself)
• An organizational culture that values and supports collaboration, evidenced in part by leaders speaking of a culture of inclusion, involvement and communication, as well as respect for teachers as professionals and for their union
• Collaborative structures at all levels in the district, with an infrastructure that promotes and facilitates collaborative decision-making in schools through building-level leadership teams, school improvement committees, school advisory councils or other such bodies that meet on regularly and play a key role in site-based decision making

Collaboration in Action: Common Core Implementation

When a district that has a strong collaborative culture undertakes a major initiative like implementing the Common Core, what does it look like? We at the Learning First Alliance recently interviewed two representatives of ABC to find out:Richard Saldana a high school teacher and department chair who also serves on the executive board of the ABC Federation of Teachers, and Tanya Golden, a sixth grade teacher who also serves as a teacher leader. Each shared their experience with the Common Core, and what emerged reinforced the notion that collaboration plays a key role in the day-to-day operations of the district, while also illustrating the importance of teacher voice and leadership in implementation.

What exactly does that mean?

It means that the district has had over 144 teachers on Common Core study teams for the past two years, and that the district convened teachers to develop and review instructional units when none were available.

Recognizing that Common Core implementation is an enormous undertaking, it means that teachers and district leaders worked together to identify three key academic focus areas for the school year: text dependent questions, writing from sources, and academic vocabulary (with each school site selecting one on which to concentrate).

And it means that the district provides teacher leaders like Golden to support them in that effort -- teacher leaders who meet monthly with the district's academic services division for professional learning to equip them with the skills they need to help schools succeed.

It means that teacher leaders like Saldana meet at least monthly with district leadership to discuss concerns that come forth from the teachers representative council of the union (which also meets monthly), so there's a constant flow of information between teacher and the district.

It means that teachers and administrators go together to school board sessions and parent information meetings, speaking with one voice.

It means that the district provides joint trainings for teachers and principals, with district officials and teacher leaders presenting information together. The goal: To send a unified message and ensure clear communication.

The Key Takeaway

The way that ABC has approached the Common Core -- and the way it approaches all issues -- seems intuitive. So why don't we hear more stories like theirs?

As Saldana put it, "I think the most important lesson for all of us is to find the time to collaborate. I think the biggest reason we don't collaborate is because it takes time."

But as the experience of ABC shows, finding that time makes improving student learning a whole lot easier.

ANNE OBRIEN'S PROFILE

On the reelection of State Superintendent
of Public Instruction Tom Torlakson

Statement by CFT president Joshua Pechthalt

There was plenty to celebrate in California last night, but for educators, the most important result in many ways was the reelection of Tom Torlakson as State Superintendent of Public Instruction. This means that students, parents and educators will continue to have a champion in Sacramento. 

The people of California have wisely sent a clear message to Marshall Tuck, the former Wall Street banker and charter school CEO, and his billionaire backers: our schools are not for sale to the highest bidder. While Tuck remained silent on the critical issues that affect quality public education—growing economic inequality, poverty in communities surrounding our schools, and how we might achieve the funding necessary to address the impact of these factors on education—Torlakson won his campaign by focusing on the need to address these concerns squarely.  

Tom Torlakson has been a solid advocate for smaller class sizes, peer assistance and review programs, and wrap-around services to help schools serve as community centers for the families of their students. The CFT will continue to work with Tom Torlakson to propose these ideas to the public and the legislature, and to promote progressive tax policies like Proposition 30 that create the funding to make quality public education possible. 

The members, officers and staff of the California Federation of Teachers wish to thank Tom Torlakson for his steadfast advocacy for our students and for his consistent efforts to support policies that provide educators with what we need to do our jobs. We look forward to another four years of working with a great Superintendent of Public Instruction. 

We also extend our congratulations to Governor Jerry Brown on his historic reelection and on the passage of Propositions 1 & 2.  The Governor continues to build a legacy as one of California's strongest governors and most important political leaders. 

The passage of Prop 47 will begin to ratchet back the ill-advised growth of the prison-industrial complex, spend taxpayer money on more beneficial projects, and allow people who have made mistakes or poor choices to gain more productive possibilities for their lives. 

California is also well served by the election of Betty Yee to the controller’s office, and by the reelection of John Chiang, Treasurer, and Insurance Commissioner Dave Jones. The people of California remain in good hands with a team of elected officials who, unlike in many states, actually believe in the power of government to do good for its citizens, and who seek the most practical path to making that happen.

 ###

 The California Federation of Teachers represents 120,000 education employees, from Head Start through the University of California. It is affiliated with the American Federation of Teachers, AFL-CIO. More info: www.cft.org

“Yes on Measure AA
for ABC’s Schools”
Campaign Kick-Off!

Sept. 9, 2014 - 5:00 p.m. Artesia DES Hall (Portuguese Hall)
11903 Ashworth Street, Artesia 90701

Please come and learn how you can assist with Measure AA to support our schools.
Donations to support Measure AA may be made out to: "Yes on Measure AA for ABC’s Schools"

Paid for by the Yes on Measure AA for ABC’s Schools Campa 

AFT’s Weingarten on Torlakson’s Announcement on Vergara Appeal (Friday - August 29,2014)

WASHINGTON—Statement from American Federation of Teachers President Randi Weingarten on California State Superintendent Tom Torlakson’s announcement that he would ask the state’s

attorney general to seek appellate review in the Vergara v. California case.

"State Superintendent Tom Torlakson gets who teachers are, the challenges they face and the dedication they bring to the classroom each and every day. He understands that teachers need due process to advocate for their kids and take risks, and that true equity in our schools will never be reached until we tackle issues like fair funding, poverty and segregation. That’s why we are grateful, but not surprised, that he announced today that he would ask the attorney general to seek appellate review in the Vergara case. Far too many people, both in California and now in New York, are trying to divide teachers from their students.Torlakson is doing the opposite, and we need more leaders who are going to look at the whole picture and do what’s right, no matter what. We need leaders who will work with legislatures—not just the courts—to fix laws that need mending. We need leaders who will respect teachers. Thank you, Tom, for showing that leadership."

SAVE THE DATE

ABC WEST COAST LABOR MANAGEMENT INSTITUTE

Wednesday, October 22, 2014 & Thursday, October 23, 2014 

“Collaborative Partnerships Improve Student Achievement”

What: The ABC Federation of Teachers and The ABC Unified School District Partnership invites you to send a Union/District team to attend this year’s Institute. The theme for this year’s Institute is “Collaborative Partnerships Improve Student Achievement: The Common Core as a Collaborative Project”. Many Administrators and Union leaders throughout the country have been asking the question of how they can improve labor-management relations. This Institute will bring together experts, practitioners and researchers in the field of data and partnership building to give Districts the tools needed to promote a collaborative labor-management partnership. Participants will receive both Saul Rubinstein’s report entitled “Teachers Unions and Management Partnerships: How working Together Improves Student Achievement” and “ABC’s of Partnership” handbook that will help districts and local unions understand some of the elements needed to promote a collaborative environment.

When: Wednesday, October 22, 2014 and Thursday, October 23, 2014
The visiting teams will be involved in the Labor Management Institute on Wednesday, October 22rd and on Thursday, October 23rd your team will participate in the 15th Annual ABC PAL RETREAT where your team will attend short seminars on: Common Core, PBIS, Fierce Conversations, Technology and the Common Core. Teams will see first-hand a successful working partnership where educational colleagues work together so that students can learn and be successful. Teams will observe and participate in Partnership building activities and hear models of partnering at the school level.

Where: Holiday Inn, 7000 Beach Blvd., Buena Park, California 90620

Cost: The Institute will fund your registration fee, meals, breakfast and lunch for the members of a Union/District team. We strongly encourage that the local leader and the Superintendent be part of the team.

Contact us at ABCFT at 562 924-6942 or at cftamy@aol.com for more information.

ABC Federation of Teachers ABC Unified School District 

More information on Vergara Decsion

http://www.huffingtonpost.com/diane-ravitch/vergara-teacher-tenure_b_5484237.html

Vergara Decision Is Latest Attempt to Blame Teachers and Weaken Public Education

Judge Rolf M. Treu, who decided the Vergara case, declared that he was shocked -- shocked! -- to learn from Professor Raj Chetty and Professor Thomas Kane of Harvard about the enormous harm that one "grossly ineffective" teacher can do to a child's lifetime earnings or to their academic gains.

How did he define "grossly ineffective" teacher? He didn't. How did these dreadful teachers get tenure? Clearly, some grossly incompetent principal must have granted it to them. What was the basis -- factual or theoretical -- that the students would have had high scores if their teachers did not have the right to due process? He didn't say.

The theory behind the case -- as I see it -- is that low test scores are caused by bad teachers. Get rid of the bad teachers, replace them with average teachers, and all students will get high test scores. You might call it the judicial version of No Child Left Behind -- that is, pull the right policy levers -- say, testing and accountability, or eliminate tenure -- and every single child in America will be proficient by 2014. Congress should hang its collective head in shame for having passed that ridiculous law, yet it still sits on the books as the scorned, ineffective, toxic law of the land.

Judge Treu was also regurgitating the unproven claims behind Race to the Top, specifically that using test scores to evaluate teachers will make it possible to weed out "bad teachers," recruit and reward top teachers, and test scores will rise to the top. Given this theory, a concept like tenure (due process) slows down the effort to fire those "grossly ineffective" teachers and delays the day when every student is proficient.

Relying on Chetty and Kane, Judge Treu is quite certain that the theory of universal proficiency is correct. Thus, in his thinking, it becomes a matter of urgency -- a civil rights issue -- to eliminate tenure and any other legal protection for teachers, leaving principals free to fire them promptly, without delay or hindrance.

Set aside for the moment that this decision lacks any evidentiary basis. Another judge might have heard the same parade of witnesses and reached a different conclusion.

Bear in mind that the case will be appealed to a higher court, and will continue to be appealed until there is no higher court.

It is not unreasonable to believe that the California Teachers Association might negotiate a different tenure process with the legislature, perhaps a requirement of three years probationary status instead of two.

The one thing that does seem certain is that, contrary to the victory claims of hedge fund managers and right-wing editorial writers, no student will gain anything as a result of this decision. Millions more dollars will be spent to litigate the issues in California and elsewhere, but what will students gain? Nothing. The poorest, neediest students will still be in schools that lack the resources to meet their needs. They will still be in schools where classes are too large. They will still be in buildings that need repairs. They will still be in schools where the arts program and nurses and counselors were eliminated by budget cuts.

If their principals fire all or most or some of their teachers, who will take their places? There is no long line of superb teachers waiting for a chance to teach in inner-city schools. Chetty and Kane blithely assume that those who are fired will be replaced by better teachers. How do they know that?

Let's be clear. No "grossly ineffective" teacher should ever get tenure. Only a "grossly ineffective" principal would give tenure to a "grossly ineffective" teacher. Teachers do not give tenure to themselves.

Unfortunately, the Vergara decision is the latest example of the blame-shifting strategy of the privatization movement. Instead of acknowledging that test scores are highly correlated with family income, they prefer to blame teachers and the very idea of public education. If they were truly interested in supporting the needs of the children, the backers of this case would be advocating for smaller classes, for arts programs, for well-equipped and up-to-date schools, for after-school programs, for health clinics, for librarians and counselors, and for inducements to attract and retain a stable corps of experienced teachers in the schools attended by Beatriz Vergara and her co-plaintiffs.

Let us hope that a wiser judicial panel speedily overturns this bad decision and seeks a path of school reform that actually helps the plaintiffs without inflicting harm on their teachers.

Nelson Mandela's passing and the ABC connection

Hello colleagues,

As I'm sure you have heard, a great leader and champion of equity and justice has passed on and I am sure we have all taken a personal moment to acknowledge Nelson Mandela's impact on the world.

I am not sure if it is common knowledge, but the ABC School District has a unique connection to South Africa and some of the schools and educators in that sister country. In fact, a team of administrators and four students from Manenberg, South Africa visited our schools and students during the month of October. We continue to bridge and exchange our experiences about how we can all educate our youth about HIV/AIDS. Furthermore, ABC continues to work with administrative and teacher teams from South Africa on how to work collaboratively to further our mission of mentoring life long learners. 

Our connection started prior to 2010, but it was solidified by a working visit to South Africa in the summer of 2010. After a couple of years of planning by past president of ABCFT Laura Rico and financing by an AIDS Grant from the American Federation of Teacher we were able to visit South Africa. ABC teacher Rich Saldana, Laura Rico, assistant principal Dale Williams, then deputy superintendent Dr. Mary Sieu, and myself were honored to spend time in South Africa among its very gracious educators as we learned about culture, history, and the educational challenges in South Africa. During our stay we were able to visit schools and homes in some of the poorest areas adjacent to Cape Town which all culminated at a ceremony at Manenberg High School where our delegation was honored. The ABC team made the commitment to continue our exchange of experiences with AIDS awareness and best teaching practices with the educators of South Africa.

However, I'm sure if you asked anyone one of us from the delegation, they would tell you that one of the most emotional and inspirational moments for the team were visiting the Cape Town historical museums to learn about apartheid and the anti-apartheid movement. Our historical education climaxed with our visit to Robben Island, the island  where the anti-apartheid leader Nelson Mandel was imprisoned for 18 years. On that island we witnessed the evidence of physical and emotional hardship that was inflicted on Nelson Mandela and other leaders of the anti-aparthied movement. The way he transcended his prison experiences and took the higher ground was his greatest inspiration. The reason  "Madiba's" (Nelson Mandela) continues to be an inspiration was because of the way he forgave and did not punish the apartheid leaders with the violence they has unleashed on populations of color in South Africa. Much like our own Abraham Lincoln he saw that the only way for lasting peace and prosperity for all was to forgive the wounds of the past. That is why he was a great human being and he will continue to inspire millions around the world to champion equity and equality.

Keep a piece of Mandela's mission alive as you continue to be the very best teachers, nurses, staff, and administrators for our students.

Respectfully,

Ray Gaer, President ABC Federation of Teachers

California May Revision Budget and its Impact on Education

May Revision Yesterday morning, Governor Brown released the May Revision to his budget proposal. The success of Proposition 30 continues to propel a balanced state budget that begins to restore prior, deep cuts to public education. Nonetheless, Department of Finance finds that the national economic outlook is less bright than in January due to recent federal actions such as sequestration. Therefore, the effects of the recent multibillion-dollar boost to state revenues for the 2012-13 fiscal year will be moderated by the Governor’s lower 2013-14 revenue projections. This May Revision budget needs to be considered in a two-year context. Proposition 98 Relative to his January budget proposal, the Governor provides an additional $2.9 billion to Proposition 98 for the current 2012-13 fiscal year. For K-12 schools, the Governor proposes to allocate the current year increase as follows— $1.6 billion to further reduce late payments to K-12 schools $1.0 billion to Common Core start-up costs $150 million to reflect student attendance growth, etc. For community colleges, the Governor proposes to allocate the increase of $180 Million to further reduce late payments to community colleges. In addition, the Governor projects a Proposition 98 reduction of $941 million for the 2013-14 fiscal year relative to his January budget proposal. However, the administration still has a couple line item augmentations for 2013-14. For example— $240 million increase to Local Control Funding Formula (K-12) $61 million to backfill federal sequestration cuts to special ed (K-12) $30 million increase to community college program restoration (CCC) For K-12 schools and community colleges alike, the Governor lowers the anticipated deferral payments in 2013-14 fiscal year as a result of the reduced guarantee in that fiscal year. Early Childhood While early education programs have been cut deeply in recent years, the Governor again proposes essentially flat funding for childcare and preschool programs in 2013-14. However, there is a modest increase of $1.2 million to cover growth in the state preschool population. University of California (UC) The Governor continues to provide UC a total of $2.8 billion in General Fund support, which represents a year over year increase under the condition that tuition not be increased.  Major Policy Issues Deferrals – When the deferral payments for 2012-13 and 2013-14 in the May Revision are combined with the deferral payments already authorized last July in the 2012-13 Budget Act, the net effect is that the state will set-aside about $5 billion over this two year period to reduce late payments to K-14 districts. Early Childhood – The May Revision proposes to expand the counties’ financial responsibility over time for CalWORKs‐related childcare programs.  K-12 Schools – The Governor’s centerpiece K-12 proposal continues to be the Local Control Funding Formula. The base grant, as well as the grade span adjustments, supplemental grant and concentration grant percentages, remain the same as in the January proposal. In the May Revision proposal, however, districts can receive supplemental and concentration grant funding for each English learner for up to seven years (rather than only five). This proposal also includes some accountability tools so that districts serve disadvantaged students, and outlines actual consequences for failure to do so. Adult Education – The Governor has withdrawn his controversial January proposal to realign adult education. Instead, the administration proposes to maintain the status quo in the near term for community colleges and K-12 schools. (For K-12, this includes funding flexibility for districts.) Over the longer term, the Governor would like to encourage greater regional collaboration on adult education between K-12 and community college districts. In 2013-14, $30 million is allocated for planning grants to this end. The Governor projects allocating $500 million in two years to regional consortia on a competitive grant basis, with grants based in part on whether the K-12 district partner maintains its adult education expenditure level at or above its 2012-13 level. There are many elements to this proposal; the two-year timeline for the proposal provides time for thorough consideration. Community Colleges – The Governor’s May Revision includes retraction of two controversial proposals that would have reduced student access – the 90-unit cap and census date change – but does not change the January online learning proposal that focuses on building capacity within the system. In addition, in the May Revision the Governor chooses to designate new budget year funds for specific purposes – $87.5 million for COLA (1.57%), $89.4 million to restore access (1.63%), and $50 million for the Student Success and Support Program (the old Matriculation program) with an allowance that up to $7 million could be shifted from that amount to develop e-transcript and e-planning tools. No funds are allocated for EOPS, DSPS or part-time faculty categoricals. This funding allocation proposal uses the $197 million in new funds identified in January, as well as the $30 million added to community college programmatic funding the May Revision. University of California – The May Revision withdraws the Governor’s unit cap proposal for UC following the strong opposition from access advocates. Two important policy proposals that remain the same are the online learning proposal (to increase the number of courses produced within the system) as well as the budget transparency language that was originally proposed by UC-AFT. Looking Ahead In closing, this May Revision budget summary is based on the best information available at this moment. The Legislative Analyst’s Office (LAO) report will be released later this week. Legislative budget hearings on the May Revision will start next week on Monday, May 20. And the budget should be finalized within a month. CFT will continue working to obtain more detail on both the numbers and the policy proposals, as well to advocate for the federation in the final budget stretch. This report is the product of collaboration between the CFT Legislative and Research Departments.