Make Sure the Team is Setting Goals for the CEP

Principals have further reduced the role of the SLT in the development of the CEP by using the one or two day Quality Review by the DOE, as the means for completing the needs assessment of the school and setting the goals of the CEP.While the Quality Review should be one source for consideration, the SLT should establish their own needs assessment and add goals accordingly.

See a School Organization Budget Sheet

Access the following on Dropbox to view a school's(IS 049) Organization Sheet for the 2011-2012 school year. This is the view of the budget that shows the school's expenditures, including a breakdown in salaries and OTPS (other than personnel)spending.This is the budget that SLTs are suppose to have input concerning the spending of and to make sure the budget is aligned with the CEP. Ask to see this document which is a right of SLTs under CR B-801 and CR A-655.This document is on the school portal under "Budget Summary."However, the current year budget will only appear at the end of the school year. http://db.tt/mOk0nhh8 The first O is capital and the second is the sign for zero.

Remember to Hold SLT Elections Before the End of the School Year

Elections for School Leadership Team positions that are available for September,should be held before the end of June. New members of SLTs must be elected by their parent or teacher constituencies. The Parents Association President conducts the election for parent members. The UFT Chapter Leader conducts the election for teacher members. The term of service of a member should be stated in the team's bylaws. The PA President and Chapter Leader are core members of the SLT. SLT parent and teacher members generally can run for re-election, unless their bylaws prohibits it.

UFT Talks of Empowering SLTs

UFT supports a modified Mayoral Control over the NYCDOE. One of its points is to empower School Leadership Teams as "budget watchdogs" over school budgets and to re-empower SLTs regarding selection of principal candidates. Dear colleagues, Several months ago a group of UFT members volunteered their time to serve on a committee charged with drawing up recommendations for the official position of the UFT on school governance in New York City. I am writing you today because their work is now completed and their recommendations will soon be brought before the union’s executive board for debate and then to the Delegate Assembly for further debate and, hopefully, a vote to adopt them as our official position on school governance. I thank the members of the committee for the great job that they have done. Instead of waiting to begin this public debate with the sunset of the current school governance law in 2015, we felt it was important that the city begin having it now and that it be initiated by the UFT, the people who have served under the worst mayoral control system in the country. It is our intention that we set up a system of school governance that will allow us to become a great school system in which the voices of all stakeholders are heard and to create an environment in which all our children will achieve. I am expecting that some in the press may erroneously report the story as the UFT and Michael Mulgrew are trying to end mayoral control. I want to make sure you know that is not the case. We are not proposing to end mayoral control. We do not want to turn the clock back to 2001 or return to the chaotic days of the old elected school boards. Rather, the reforms we are proposing would create checks and balances on mayoral power over our schools. They are sorely needed to ensure that parents, communities and educators have some say in how their schools are run. Once adopted by our executive board and Delegate Assembly, we will immediately begin to lobby for them in Albany. In cities like Boston and Washington, D.C., mayoral control operates in a way that protects against possible abuses by mayors driven by politics and ideology rather than the best interests of children. In Boston, for example, a screening panel puts forward a list of candidates from which the mayor chooses a seven-member school committee. That committee, in turn, chooses the superintendent. In Washington, D.C., the mayor chooses the chancellor directly, but appoints only four of the school board’s nine members. Those four mayoral appointees must be approved by the City Council. The other five members are elected. These are the kinds of checks and balances on mayoral power that we have lacked in our city. New York City needs a system of school governance that supports schools and communities and helps teachers to help students. That is not what we’ve got now. Schools are community institutions; they function best when parents, students, teachers and other community members have a voice in how they are run. Our schools are at the same time pillars of our city. Their success is crucial to our city’s future. That’s why it is so important to balance community input in school governance with central control by the city and the Department of Education. While many decisions for schools can be handled at the school or community level, some cannot. The city has to have authority to step in when needed. In considering the governance changes needed in New York City, we debated whether to put forward only modest proposals now and to fight for more sweeping changes when the mayoral control law expires in 2015. But we decided that the need was too urgent for us to wait, and that it was best to start the process now. That is why we are calling for the following significant, system-wide changes now: A representative and responsive PEP: The Panel for Educational Policy has responsibility for a whole range of decisions in the school system, and so must become more responsive to parents, students, communities and educators. Right now, the 13-member panel includes eight appointees of the mayor and one appointee for each borough president. We’re recommending to the state Legislature that the mayor appoint five, borough presidents continue to appoint five, and that the city comptroller, public advocate, and City Council speaker also each appoint one. Panelists should serve three-year terms, that can be renewed and they should not be removable except with just cause. An independent, qualified chancellor: A more representative PEP should have a significant role in choosing the schools chancellor. Our proposal is that the PEP puts forward the names of three candidates, among whom the mayor must choose. In addition, the State Education Department should end the practice of granting waivers to allow non-educators to serve as chancellor. The chancellor should serve a renewable two-year term and be removable only for just cause during that term. Real authority for district superintendents and Community Education Councils: We also propose that the state’s Education Law be amended to restore some power and independence to high school and community superintendents so that they may advocate on behalf of schools in their districts, and to grant to Community Education Councils the power to make decisions that directly affect the schools in their communities. This can be achieved by giving Community Education Councils a role in selecting superintendents and by having superintendents serve renewable three-year terms, during which time they could be removed only for just cause. The Community Education Councils should also have decision-making power over all school co-locations in their districts. Empowerment for School Leadership Teams: We will also work to ensure that School Leadership Teams are given the authority they need to fulfill their role as budget watchdogs. This includes ensuring that they get access to full information on their schools’ finances. School Leadership Teams should also be re-empowered to put forward the lists of candidates from which new principals are chosen, a power that they had prior to the introduction of mayoral control in 2002. The changes we are proposing will establish a sharing of power and responsibilities for local communities and individual schools while retaining a significant role for the city’s top executive in running the school system. Our proposed reforms would help to ensure a balance of power, which our students, our schools and our city critically need. In solidarity, Michael Mulgrew United Federation of Teachers • A Union of Professionals 52 Broadway, New York, NY 10004 • 212.777.7500 • www.uft.org

CEP Due Date and New Template

Below is information from "Principals' Weekly." It appears the 2012-2013 CEP is due on January 18th and there is a new template for it.The 2012-2013 CEP was suppose to be in place in September but the DOE keeps undermining the process by giving schools extensions every year.These extensions keeps the whole CEP process off balance as SLTs are suppose to be now working on the 2013-2014 CEP and aligning the budget to it in the Spring.It defeats the purpose of a CEP if it is not in place during most of the school year it covers. All schools / Deadline: January 18 Comprehensive Educational Plans (CEP) and School Comprehensive Educational Plans (SCEP) are due on January 18. You will receive an email on December 12 (from noreply@iplanportal.com) with your login information to access the customized template for your school from the iPlan Portal (if needed, copy and paste this url into your web browser: http://www.iplanportal.com/). Work with your Network and School Leadership Team (SLT) to complete your CEP or SCEP, and submit it in the iPlan Portal by January 18. For programmatic questions regarding your CEP or SCEP, contact your network CEP point. For technical questions regarding iPlan, contact cepiplansupport@infusion.com or call 1-866-961-3788.

SLT Webinar Training and SLT Info Sheet

Below you will find information on previous SLT Training Webinars as well as a PTA Election Training Webinar. In addition, there is a useful info sheet for SLTs. However, it does not emphasize the role of the SLT to advise on budget spending or in its duties to align the budget with the CEP( Chancellor's Regulations A-655 and B-801). It does state teams should have a working knowledge of the budget and align action plans with it. This information comes from District 20's Leadership Team(DLT). SLT Webinar Training: May 2, 2012 A new webinar training for SLT members is now available: The CEP as a Living Document: Determining the Effectiveness of the Plan. SLT members can view the webinar as a team or individually to fulfill annual training requirements, as per Chancellor's Regulation A-655. Registration and viewing instructions can be found at Learn DOE. Visit the webinar calendar to access other SLT webinar offerings. For questions, email FACEwebinars@schools.nyc.gov. PTA Webinar Training The Division of Family and Community Engagement has prepared an election webinar training to assist PA/PTAs with the election process. PA/PTA executive boards and/or nominating committee members are encouraged to view the webinar in advance of the election meeting. Additional election resources, including a step-by-step guide, ballot templates, and translated meeting notices, can be found on FACE’s parent leader resource page. Additional PA/PTA webinar trainings can be found on FACE’s PA/PTA page. A Foundation for School-Based Planning and Shared Decision-Making. SLT members can view the webinar as a team or individually to fulfill annual training requirements, as per Chancellor's Regulation A-655. The second in a series of webinar trainings for SLT members is now available: Supporting Title 1 Programs - An Overview of Program Requirements. SLT members can view these webinars as a team or individually to fulfill annual training requirements, as per Chancellor's Regulation A-655. On the 20th of each month a new webinar will be released. Registration and viewing instructions can be found at Learn DOE. These webinars are designed for SLT members to view as a team or individually. SLT members can view the webinars to fulfill annual training requirements, as per Chancellor's Regulation A-655 . Please direct questions to FACEwebinars@schools.nyc.gov. December School Leadership Teams: A Foundation for School-Based Planning and Shared Decision Making An overview of the history and purpose of School Leadership Teams, with a discussion of SLT roles and responsibilities: including strategies for consensus based decision-making and Comprehensive Educational Plan goal development. January Supporting Title I Programs An overview of Title I program requirements, with an emphasis on parent involvement and the supports available at the school, district, and CFN levels. This presentation will also provide a summary of and links to available resources. February Developing the CEP An in-depth look at the revised Comprehensive Educational plan template. This presentation will provide a step-by-step walkthrough of the components of the CEP planning and budget alignment process. March The CEP as a Living Document: Using Data to Inform the Plan A look at the role of the SLT in the ongoing CEP planning, review, and improvement process. This presentation will assist teams in identifying tools to measure progress. Teams will be trained to use various data sources to assess the effectiveness of the CEP and determine necessary revisions. April Building Team Capacity A look at how consensus-based decision-making can be used to level the playing field. This presentation will also provide teams with strategies to ensure that all members are prepared to make informed decisions. May Setting priorities/Conducting a Needs Assessment In preparation for the submission of next year's draft CEP goals, teams will be trained to re-examine priorities by conducting a needs assessment. June Reflecting Back-Looking Forward This presentation will help team members to evaluate their SLT experience. What went well? Where is there still room for improvement? Teams will receive guidance on how to wrap up the year and ensure a smooth transition as they ahead to the coming school year. Chancellors Regulation for School Leadership Teams: A-655 Parent Involvement Policy and School-Parent Compact Template Arabic Bengali Chinese French Haitian Creole Korean Russian Spanish Urdu DISTRICT LEADERSHIP TEAM DISTRICT 20 HANDY INFO SHEET FOR SLTs SLTs serve as the vehicle for meaningful consultation and dialogue between parent and staff representatives. SLT Composition o Between 10 and 17 people o Mandatory members- Principal, PTA President, UFT Chapter Leader o PTA can choose designee if president cannot serve. In the case of co-presidents, the remaining officers determine who will serve as the mandatory seat on the SLT. o SLTs must have an equal number of parents and staff members, including the principal, UFT Chapter Leader and *DC37 who are counted as staff. *DC37 not a mandatory seat unless bylaws dictate the position. CBOs: Optional Seat. Does not vote. High Schools: Minimum of 2 students required (do not vote) Elections o Parent seats elected after the PTA elections o Only parents vote (even if PTA) o Staff seats filled in the spring before the new academic year begins Recommendation: PTAs have terms staggered, e.g. 1 year term, 2 year term Chairperson or Co-chairs o SLT must select once team is in place. o Does not need to be one of the mandatory members and should not be the principal. o Chair is responsible for scheduling meetings, ensuring that all team members’ voices are heard, ensuring that team has all the information necessary to guide their planning. o Co-chairs can be comprised of parents and staff. Secretary o SLT must select once team is in place. o Responsible for sending meeting notices and keeping minutes. Financial Liaison o Optional position. o Can be designated to keep track of time sheets and submit financial forms Bylaws o Review biennially at least (every 2 years) o Copy of bylaws and current list of members to be provided annually to the DLT by October 31st Role of the SLT o Required by NY State Education Law to create the school’s Comprehensive Education Plan (CEP). o Develop the school’s overall mission, goals and objectives in order to help all children reach their full potential and to align that action plan with the school’s budget. o Not responsible for hiring or firing of school staff. o Working knowledge of the budget, progress report, learning environment survey and Quality Review. Responsibilities of the SLT o Develop bylaws that comply with CR A-655 o Attending SLT meetings regularly and actively participating o Communicating with the members of the school community o Participating on SLT Subcommittees o Serving on the Level 1 C-30 Committee in accordance with Chancellor’s Regulation C-30 o Attend mandatory training o Participate in joint public hearing for any school restructuring as per Chancellor’s Regulation A-190 o Annual assessment to superintendent of the principal’s record of developing an effective shared decision-making relationship with SLT members during the year Assistance o The DLT (District Leadership Team) provides support, guidance, technical assistance, and conflict resolution to the SLTs in the district. o District 20’s DLT has liaisons assigned to all elementary, junior high schools and high schools which is distributed at the beginning of the school year.

Administration Retaliates against Staten Island Teacher for SLT Advocacy

A Staten Island Middle school teacher, Francesco Portelos,has been relentlessly retaliated against by the administration of his school for exposing and trying to correct problems with his School Leadership Team after learning about its responsibilities from this blog.There are also other issues involved which you can read about at protectportelos.org and at parentadvocates.org. This type of retaliation is not an isolated case. I experienced it at my school when I whistleblew about principal domination of the SLT and the CEP process, as well as the lack of budget transparency. You will also be surprised to know that rubber rooms still exist with teachers that are pulled out of classrooms and schools without knowing the charges. The following is a comment by School Advocate Betsy Combier: Principal Linda Hill Goes After Francesco Alexander Portelos, a Teacher, With a Vengeance After He Asks Questions About The School Leadership Team ...and became Union Delegate.Hill, now Principal of the Berta A. Dreyfus School I.S. 49, is, it seems, another Principal from Hell who needs to have training in leadership in New York City after graduating from the "Leadership Academy". Almost overnight she started giving Portelos grief when he asked the right questions. I believe this is text-book retaliation. Mr. Portelos created a website to tell the public all about Hill and her sudden discipline. The aim of this lesson is to show attacks of a supervisor on the internet. Kudos to Francesco!!!! Betsy Combier The following is Mr. Potelos' "story" from his web site protect portelos.org: Don't Tread on Mr. Portelos Dont Tread On Me LINK Letters of Recommendation Thank you Mr. Portelos Thank You Mr. Portelos -continued In the News Formal Observations More Stuff Negative Emails Disciplinary Letters in File Renovating the STEM Lab IS 49 SLT Minutes Stay Informed The Story - I am Francesco Alexander Portelos. I am an educator and I love my job. I was an engineer turned teacher and this is my story on how I went from hero to villain by bringing up the needs of the students and community. For four and half years I served my community and school Berta Dreyfus IS 49 the best I could (see tabs above). I stayed late almost every day to not only renovate my S.T.E.M. Lab 2 times and create engaging lessons, but to also, troubleshoot tech issues for colleagues, design more efficient ways to communicate in a 21st century world plus much, much more. My Robotics team has won countless awards in Staten Island including Top Design in NYC. With years of "Satisfactory" ratings I somehow received 3 Disciplinary Letters in my file in 10 days, have been harassed by my administrators, had a DOE SCI investigation started on me, confiscating my DOE issued iPad, Macbook and teacher PC and asked to resign as UFT Chapter Delegate. HERO to VILLAIN Everything was going great at school for 4.5 years. I loved teaching and my principal, students and parents loved my class and dedication to the school. However, I did not entirely agree with all the ways my troubled school was being run. I decided to become proactive. I became Union Delegate and also obtained a seat on the School Leadership Team (SLT) amongst many other things like speaking up in meetings. As part of the SLT I noticed we were never talking about the Comprehensive Educational Plan (CEP) or Budget which were our main goals. At my fourth meeting, December 13 2011, while the principal was out of the room, I asked the SLT Chairperson "Are we ever going to talk about the CEP and Budget?". This sparked a debate as more and more SLT members, including parents, were wondering the same thing. The principal walked in and when asked she told us "The CEP was due December 1st. I already submitted it." Now the SLT members, comprised of educators and parents, all have to sign it. This caused several suspicious looks from the parents and staff. When the principal stepped out again we started looking for answers. The UFT leader said that we could have called an emergency meeting before the due date had we known. I found an SLT Support site and with the knowledge of all members present (including the chairperson) sent the following email to the contact person: MY EMAIL On Dec 13, 2011, "Francesco Portelos" wrote: Jim, I just found your SLT blog. Very intresting. I am a brand new member to the team and very disheartened to see that all we do is discuss calendar events. We had absolutely no input in our schools budget or CEP. What can we do? We all just left a meeting very upset. -Francesco HIS RESPONSE From: Date: Dec 14, 2011 7:13 PM Subject: Re: School Leadership Team To: Dear Francesco, Your principal's violating Chancellor's Regulations A-655 and B-801 and State Educational Law 2590-H (15). Speak with the PTA President and Chapter Leader who are core members of the Team with the Principal. Speak with the principal with other members and inform them that you will have to file a complaint with the Superintendent. You can also contact the District Leadership Team for assistance and FACE, the DOE parent advocacy department. The Team is suppose to be working on the 2012-2013 CEP and budget alignment this school year. Feel free to share this e-mail. Sincerely, James Calantjis sltsupport.blogspot.com I forwarded his surprising response to UFT Representative Rich Candia and SLT Chairperson Susanne Abramowitz to see how we can fix this -------------------- I believe this is the point where they turned on me and made me the scapegoat instead of performing the job they were elected to do. See File Letter 1 in the Disciplinary Letter tab above. Since then there have been countless eyewitness accounts of Richard Candia and Susanne Abramowitz meeting and conspiring with different administrators. Since the series of emails: I have been told to keep my mouth shut and "let it go". I have been kicked under the table during the January 10th SLT meeting when I disagreed with a comment made by the SLT chair stating that "The teachers agreed to keep the academies." I was called a "hindrance" to the community by the principal although I rallied to keep PS 14 open down the block the day before. I was told to be quiet in a UFT meeting by the chapter leader. He walked out along with his girlfriend and SLT chair and tried getting the other 60+ members to leave. The other union members did not and I continued to speak about how "We are all in this together" and not to fight against each other. I was falsely accused by the SLT chairperson and UFT Chapter leader for professional misconduct I had my online account access suspended when I sent an email to union members refusing to resign as UFT Delegate as per the request of the chapter leader. I also received a Disciplinary letter for emailing union members. I was slandered by the principal in a staff email calling me divisive, accusing me of calling the NY Post to make the school look bad. In the email she also quoted a Greek philosopher and it just so happens that I am Greek. I received a 3rd Disciplinary Letter for staying late to create engaging lessons. I was put under investigation by NYC Special Commisioner of Investigation and had the investigators confiscate my teacher desktop, iPad and Macbook and even come to my house. Principal Hill was also heard telling School Safety "Stay away from Portelos' room. We are trying to get him out but it will be extremely difficult." There is more but you get the picture. I will not be silenced or broken tenure or no tenure! "As a matter of self-preservation, a man needs good friends or ardent enemies, for the former instruct him and the latter take him to task." -Diogenes