GothamSchools — daily independent reporting on NYC public schools

Another black eye to the Educational policy of the Supreme Leader but hardly enough to do significant correction on what has been an ongoing problem in NYC Schools.  The first things that usually GO when it comes to addressing academic deficiencies at schools under review are the ELL/ESL department.  The dirty word among different departments and principals of schools with large ELL populations is that the ELL speaking populations are the ones that “bring down” the score for the entire building….without taking into account that it is due to these students that the building gets extra funding that benefits all aspects of school functioning. 

The drive to break up, shut down large schools has made this problem worse, in that small schools do not have the numbers to subdivide different levels and needs, thus you have some ESL classes with multiple levels and capacities.  Schools are not motivated to correct this phenomena and the only people who suffer, the children who are legally entitled to services.  Bilingual programs are non existent in small schools because it is not feasible. 

What ELL students these schools get, they are all pushed down, swept under the rug, a wishful practice in the hopes that such students and their ELL designations disappear. 

It is just dandy that the State now comes with such conclusions and yet for years, have not bothered to really crack down on the shady practice of providing no services in NYC.  If there is no clear enforcement and solid fines against NYCDOE in general, there will never be serious improvement.

And no, it makes no sense that the State and the City should have a relationship in the light that the State Ed Department should be supervising and not in ‘nice’ terms with those who have not followed rules.  To ask that there should be a “working understanding” is to say that what has not been followed through by City authorities will somehow magically take place IF there is a relationship. 

Cannot expect the parole office to have a ‘nice’ relationship with the parolee. 

I’m shocked and stunned that people get lower scores on tests or take longer to graduate simply because they don’t know English. I’m glad the city is not accepting ridiculous excuses like it takes a few years to learn a language, and I’ve no doubt that the folks at the DOE could go to China and pass all the tests in the world with no preparation whatsoever.

In fact, I think they should go do so to set an example. It’s about time we stopped giving excuses like, “We have to teach them English before they take those standardized tests.”

I would not advise switching your teaching license. If you change your license you are automatically placed on probation again and will not have tenure for a minimum of two years. 40% of teachers eligible for tenure in 2010-2011 had their probation extended last year. Thus, changing your license can place you in a risky area for a timeframe lasting longer than 2 years. Just my opinion of course.

Good point. On the flip side, getting the license may ensure greater mobility and perhaps long-term stability in the same way that a special education license currently does. Just something to consider!

However, beyond that, getting trained in techniques specific to instruction for ELL students (such as SIOP) will certainly not hurt!

The State has a procedure for current teachers to earn a bi-lingual extension of a current license – see regs (http://www.highered.nysed.gov/tcert/news/recentchg.html).  If you have questions I would strongly recommend you speak with UFT Certification Services – their counselors are expert on up-to-date SED regs. (212-253-8800 or teacherline@uft.org)