When a divide between policymakers and classroom teachers exists, new education policy — however well-intentioned — is bound to flounder. I see one of my key roles as UFT vice president for education as helping to break down these barriers between policy and practice.

That’s why when the complex, new state regulations governing English language learner instruction (Part 154) caused such turmoil in New York City public schools this fall, I immediately set about to create a working group of classroom teachers to examine the issues and offer solutions.

During my school visits at the beginning of the school year, UFT members voiced real concerns about the tight timelines for identifying English language learners, the programming challenges to meet the instructional requirements for five levels of proficiency, the lack of curricular materials and the paucity of relevant professional development (especially in the area of co-teaching).

So I invited educators from all levels and certification areas to join a working group here at the UFT on the Part 154 regulations. These members wanted to find solutions and improve the policy so they could enhance their practice. The group of more than 30 educators met in person over the course of the school year and were constantly in touch by email.

I visited many of the schools in which the working-group members taught and spoke to their colleagues and the administrators. What I witnessed in those schools was devotion to ensuring our English language learners have the opportunity to achieve at the highest level.

Our efforts culminated in a March 30 meeting where working group members presented their recommendations for policy changes based on their practical experiences to new Chancellor Betty Rosa and her colleagues on the state Board of Regents. DOE Deputy Chancellor Milady Baez and her staff, NYSUT Vice President Catalina Fortino and several university representatives were also in attendance.

Surveying that room, I remarked to myself what an extraordinary moment we have reached in public education in New York City. We now have state and city education officials willing and eager to hear what classroom teachers have to say.

These policymakers heard from Mildred Rios from PS 19 in Staten Island that integrated co-teaching as required in the regulations makes sense as an instructional model to support English language learners, “but common planning time is essential, and there is no mandated common planning time.”

They heard from Richmond Hill HS teacher Jerry Stephens who noted that English language learners with interrupted formal education (nearly 11 percent of all ELLs) and their families require psychological and counseling services in addition to instructional supports. Stephens also let the policymakers know about the frequent computer glitches that arise when teachers try to access the assessment tool for these students.

The working group expressed its support for providing students who score at proficient or commanding levels in English with 90 minutes a week of support. The group acknowledged how important it is to assist these students in content-area learning, which often has its own vocabulary. But working group members also pointed out to Rosa and the others the many logistical and administrative problems with staffing and scheduling that make it hard for schools to provide that extra support.

Working group members lauded the new regulation’s use of the term English as a new language in place of English as a second language. This change recognizes the linguistic backgrounds of many of our students for whom English, at whatever level of proficiency, may be a third, fourth or even fifth language.

Finally, members of our focus group noted the need for additional funding to help integrate English language learners in mainstream classrooms and ensure they receive the instruction and support they need to succeed. I am pleased that the city Department of Education is proposing to increase the weights in its Fair Student Funding Formula so schools that serve English language learners at the proficient and commanding levels will get extra funding as will schools with students with interrupted formal education.

Breaking down the barriers between policy and practice requires everyone to think big and think small simultaneously. The March 30 meeting proved to me that we are moving in the right direction.

Read the New York Teacher story on the working group's recommendations »