Eleven computer science seniors at the Secondary School for Journalism in Brooklyn have won a national award for an app that connects hungry students at their high schools to local restaurants with food to spare. The problem of hunger is a real one for the Park Slope school, where nearly 80 percent of the students qualify for free lunch.
Camille Falci, the pupil accounting secretary at IS 5 in Elmhurst, Queens, and the borough’s UFT Secretary of the Year, says it’s easy for her to go to work every day. “I love my job,” Falci said at the 31st annual School Secretaries of the Year Awards Luncheon on May 6 at UFT headquarters in Manhattan. “We’re a family.”
IS 93 Chapter Leader Subrina Cek, who passed away in February, was paid tribute at the UFT’s annual District 24 Scholarship Dinner Dance, which drew more than 300 educators and other members of the public school community on April 25.
Nearly 600 middle and high school girls, including groups from around the city that traveled on 10 UFT-sponsored buses, went "shopping" at the Prom Boutique on April 29 at Nassau Community College on Long Island.
The Peer Intervention Program (PIP), a collaborative program between the Department of Education and the UFT, helps tenured teachers who are struggling in their schools or who wish to further refine and improve their pedagogical skills.
House Speaker Paul Ryan — fresh from celebrating passage of a health care bill in the House that would leave 24 million people uninsured and give a generous tax cut to billionaires — headed to Success Academy I in Harlem on May 9 for a personal guided tour led by Eva Moskowitz.
I recently read that the New York Board of Regents eliminated the literacy test for prospective teachers because minority candidates passed the literacy exam at lower rates than white candidates [The New York Times, March 13].
Regarding “Transgender policy starts with respect for all” [May 4]: To achieve respect for all, we must first accept the fact that tolerance of one’s private space and private parts is a two-way street.
UFT Vice President Richard Mantell [“What is an American?” VPrespective, May 4] gives what professes to be a working Merriam Webster dictionary definition of the word “American”: “a native or inhabitant of any of the United States.” He argues for an “expansive view” of “American” to counter a narrow view, resulting from intolerance.
There’s been a seismic shift in the way teachers approach math instruction over the last few decades. Rote memorization of mathematical algorithms — or so-called “drill and kill” instruction — has given way to experiential learning.
Students in the nation’s only federally funded school voucher program perform worse on standardized math and reading tests when compared with their public school peers, a new rigorous study from the U.S. Education Department has found.
I find my students are more active and motivated when a classmate is leading the class discussion. But what are some steps that teachers can take to create a foundation that will support meaningful accountable talk?
Organize the organized! That’s an old labor saying to remind union leaders that simply signing up individuals as members should not be the end of the process. If anyone thinks that, they are flirting with dead-end disaster. There must be followup, an ongoing grass-roots relationship between members and union leaders. Today, that’s called member engagement and it’s seen as an antidote to the toxic attacks on public employee unions by right-wing, anti-labor forces that have gained a foothold in the American body politic.
Member engagement is not new to the UFT as so many retirees can attest. If we go back to our first strikes to gain collective-bargaining rights, we can remember how each of us was called upon to participate. We were determined to have a powerful voice in our own economic and professional struggles for dignity and respect. Solidarity marked our beginnings. But it didn’t stop there. Participation in community school board elections, political support for friendly legislators, Albany Lobby Day trips, visits to elected officials and becoming educational advocates for our students and the public school system all flowed from the initial formation of the UFT.
More effective schools, UFT Teacher Centers, peer intervention and mentoring are early examples of supporting and engaging members in policies and programs beyond the basic collective-bargaining process.