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Know your rights
Pedagogues — teachers, guidance counselors, school secretaries, psychologists, social workers and lab specialists — injured or made sick on the job are covered by the Injury-in-the-Line-of-Duty provision of the UFT-DOE contract.
The life of a school extends past regular classroom hours. Students can get extra academic help. They can create senior yearbooks, join debate teams and perform in school plays. They can participate in team sports. Teachers can apply to become instructors, coaches or leaders of these per-session activities that take place either before school, after school, on weekends or holidays, or in the summer.
Looking ahead to the summer season, many UFT members apply for per-session positions. For school psychologists and social workers, Article 7 of the Department of Education contract covers, among other things, the rules governing the selection and retention of all per-session assignments, including after-school, weekend and summer work.
UFT members have specific rights regarding program preferences and professional activities. Here’s what you should know before you make your requests. Each spring (or each term in some high schools) you may request an assignment for the following school year (or term) on a preference sheet that your principal will hand out.
Unfortunate though it is, at times UFT members report being harassed or subjected to intimidation by their supervisors. These acts of intimidation may take many forms, which is why it is important that you contact the union for help.
According to the New York Civil Liberties Union, students with disabilities are four times more likely to be suspended than students without disabilities. Yet members consistently report that they have been told that students with disabilities can’t be disciplined. So does the Discipline Code apply to students with disabilities?
As spring approaches, it’s time for your school to review school-based options that you would like to create, renew or rescind for the 2012-2013 school year, based on the needs and philosophy of your school. More than half of all city schools make use of SBOs to collaboratively modify contractual articles and/or create positions that the contract does not automatically allow for.
With the newest safety issue, the H1N1 (swine flu) virus, seemingly hitting every school, it is a good time to talk about the UFT’s Safety and Health Department, which can work with you and your school if you encounter environmental health and safety hazards.
Teachers and other pedagogues are credited with one day of “sick leave” on the 16th of each month of the school year, or 10 days for a full school year of work. These days accumulate in your Cumulative Absence Reserve (CAR), commonly known as your “sick bank.”
If you are a paraprofessional, have you ever wondered what your rights are in terms of leave time and absence from work? You earn one sick leave day for every month in which you are in service for at least 16 calendar days. The maximum number of sick leave days earnable in a school year is 10 for September through June.
There are a number of steps that your school should take to safeguard staff and students against bloodborne diseases. These include appointing a site employee safety administrator, completing an exposure control plan, determining — and training — at-risk employees, providing protective personal equipment and more.
Accidents, playground scrapes, bloody noses, fights, athletic injuries and violent episodes all have the potential for exposure to a bloodborne pathogen, a micro-organism in blood that can cause disease if it enters your bloodstream.
Learning cannot take place when students are unruly, disruptive or dangerous. Unfortunately, it takes only one or two disruptive students to interrupt the education of an entire class. What can teachers do when a child’s misbehavior interferes with other students’ learning? The UFT has fought hard to ensure that educators have the right to teach in a safe environment.
Your salary is calculated based on your level of education and your years of service. The Department of Education/UFT contract for your title contains a listing of salary schedules that take effect with each negotiated pay increase. These schedules are also posted on the UFT website.
Has your car ever been vandalized when it was parked near your school while you were at work? Have you had a personal item stolen in school? Were you pushed — on purpose or by accident — while in a hallway or stairwell?
As we enter a new school year, teachers should be aware of their rights regarding instructional materials and class size. Teachers routinely dip into their own pockets to buy the many extras that make learning more exciting for students. On average, classroom, school-based and district teachers spend about $500 a year, according to surveys.
Guidance counselors have many responsibilities as they foster students’ academic, social and emotional growth. The work is varied and rewarding. But there is no mandated cap on caseload sizes for guidance counselors. When caseloads are overwhelming and the work is not shared equally among counselors, there needs to be an avenue to address the problem.
There are times when a school reduces the size of its faculty, such as when it experiences an unexpected drop in student enrollment, loses a budget line or is being closed, redesigned or phased out. This is called “excessing.” It is a displacement, but it is quite different from a layoff or a firing.
An ounce of prevention is worth a pound of cure. That’s why the UFT demands that the Department of Education require that every school have a comprehensive safety plan. It is not only a UFT demand but also mandated in state legislation (Safe Schools Against Violence in Education, or SAVE) as well as included in the Chancellor’s Regulations.
Classroom observations, when done properly and for the right reason, can help teachers become aware of their strengths and weaknesses, sharpen their skills and develop professional self-confidence. When observations are done in good faith, and criticisms are balanced and constructive, they can and should support pedagogical growth.
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