Oct-Nov 2019 Advisor

October–November 2019 • Volume 62, Number 2 • Published by the Connecticut Education Association • cea.org CEA “WHAT KEEPS YOU UP AT NIGHT?” DCF COMMISSIONER ASKS

TEACHERS RESPOND Pages 8-9

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LEADING

Leading: Our Perspective

Fall is in the air, and that means the leaves are painting a brilliant picture, pumpkin spice is everywhere, and election season is upon us. Municipal elections are being held in dozens of communities across the state, with a handful of active and retired teachers running for office. We are pleased to see so many of our local associations getting involved in their board of education and town council elections. These local elections most directly affect your daily life. It is critical that teachers have a voice in electing the candidates who will determine their communities’ support of students and public education.

between Connecticut educators and DCF in our centerspread story on pages 8-9. At the local level, we have witnessed how standing strong together can achieve meaningful change. Just recently, CEA worked with local leaders in Bridgeport and filed a class-action grievance against the district for its practice of not hiring substitute teachers. See page 4 to learn how we were successful in putting an end to practices that were hurting our students and our profession. Looking ahead Though we still have a year to go, our colleagues both here in

Strong Public Schools Can’t Exist Without Strong Education Voters

Jeff Leake, CEA President

We applaud those locals and members who are stepping up to ensure the best chance for increased community support for their students, their profession, and their schools. If you are not involved, we encourage you to step up, educate yourself on the issues, and find out which candidates will support your goals and which ones will not. As an educated voter, you will make a difference on Election Day, November 5. Education-friendly candidates make all the difference We often hear teachers say they don’t want to get involved in politics; they just want to teach. To that we say, everything you do is political. We negotiate our salary and benefits with elected officials in each town. Your pension is determined by lawmakers. Standards that inform your classroom curriculum are established by the State Department of Education. Your school budget is decided by elected officials at both the state and local levels. Even the length of the school year is determined by those we put into office. These are just some of the reasons we need to be involved in the political process. We have seen firsthand how electing education- friendly lawmakers impacts all of us. Last year we elected an education champion as Connecticut’s treasurer. Shawn Wooden respects teachers and fought hard for our retirement security. (Read the story on pages 5 and 15.) Governor Ned Lamont appointed education- friendly officials to top leadership positions at both the Department of Education and the Department of Children and Families. These two commissioners are listening to teachers, addressing our issues, and working hard to ensure we have a seat at the table. Education Commissioner Miguel Cardona, who began his career as a public school teacher, understands the importance of ensuring teachers have a voice on issues that impact their students and public education. In meetings with CEA leaders he has shared his top priorities and a specific interest in ensuring equitable funding for all students and increasing the number of minority teachers to be more representative of the students in the classroom. In an interview with the CEA Advisor , he discussed his plans to strengthen Connecticut’s public education system and empower its teachers. (Read the story on pages 6-7.) At a recent meeting, DCF Commissioner Vannessa Dorantes and key staff members listened and

Connecticut and across the nation are beginning to think about our involvement in the 2020 national elections, which will affect the makeup of the entire House of Representatives, about a third of the Senate, and of course, the future occupant of the White House. As educators, we must be concerned that education issues and support are an integral part of the discussion. Our NEA leadership and delegates to the 2019 NEA Representative Assembly took the first step in ensuring that we are an important part of that discussion by hosting the NEA #StrongPublicSchools Presidential Forum on July 5. Each candidate addressed the delegate assembly and answered questions submitted by NEA members, including what they will do to provide opportunities for every student; how they will secure the resources and tools that attract educators and keep them in the profession; and how, if elected, they will listen to the voices of the professionals in America’s classrooms. Join your colleagues and take the pledge to be a public education voter. Stay up-to-date on what the candidates are saying about your students, your schools, and your future by visiting NEA’s Strong Public Schools 2020 at educationvotes.nea.org/ presidential-2020. The Strong Public Schools 2020 site features side- by-side comparisons of the candidates on the issues. Member stories highlight the importance of supporting candidates who will fight for our students, and there is a link where you can submit your own questions for the candidates. The site also provides suggestions on how you can participate in local candidates’ events, including ideas about campaigning and inviting your colleagues to a house party for your favorite candidate. The more of us who get involved, the more momentum we’ll build, and the more we will accomplish for our students and ourselves. The results of the 2020 election won’t address every negative campaign targeting public education, but they can be a clear milestone in our struggle to maintain the public education system that has been a cornerstone of our democracy for hundreds of years. We must do all we can to keep the privateers and profiteers out of our public schools. We urge you to get involved in the elections this fall and in the Strong Public

Tom Nicholas, CEA Vice President

Donald E. Williams Jr. CEA Executive Director

CEA GOVERNANCE Jeff Leake • President Tom Nicholas • Vice President

Stephanie Wanzer • Secretary David Jedidian • Treasurer

John Horrigan • NEA Director Tara Flaherty • NEA Director

CEA ADVISOR STAFF Nancy Andrews • Communications Director Lesia Winiarskyj • Managing Editor Sandra Cassineri • Graphic Designer Laurel Killough • New Media Coordinator Eric Ahrens • Web Designer and Developer October - November 2019 Volume 62, Number 2 Published by Connecticut Education Association 1-800-842-4316 • 860-525-5641 cea.org CEA Advisor The CEA Advisor is mailed to all CEA members. Annual subscription price is $5.72 (included in membership dues and available only as part of membership). Institutional subscription price: $25.00. Advertising in the CEA Advisor is screened, but the publishing of any advertisement does not imply CEA endorsement of the product, service, or views expressed. CEA Advisor UPS 0129-220 (ISSN 0007-8050) is published in August, October/November, December/ January, February/March, April, May/June, and summer (online) by the Connecticut Education Association, Capitol Place, Suite 500, 21 Oak Street, Hartford, CT 06106-8001, 860-525-5641. Periodicals postage paid at Hartford, Connecticut. Postmaster: Send address changes to CEA Advisor , Connecticut Education Association, Capitol Place, Suite 500, 21 Oak Street,

Schools 2020 campaign. We ask for your personal thoughts about the 2020 candidates and their education positions so that we can make decisions as the campaign unfolds about which candidates deserve our support. Join the movement. Be part of the dialogue, and vow to be a true public education voter. Together, we are an effective force and will ensure a brighter future for our students, our profession, and our schools. October 11, 2019 Ask your UniServ Rep for a copy of this flyer.

responded to teachers’ concerns. We are so proud of all our members who attended this important event, listened carefully to the commissioner, and stood up to ask poignant questions that impact every teacher in Connecticut. Our colleagues asked about a host of issues, including mandated reporting, overreporting by administrators, retaliatory reports against teachers, increased DCF investigations, and more. Read about this historic first and the promising new relationship

Hartford, CT 06106-8001. Production date: 10-24-2019

OCTOBER - NOVEMBER 2019 CEA ADVISOR 3

News Briefs

IN THIS ISSUE

Vote November 5! Municipal elections are right around the corner, and your vote on November 5 can help ensure pro-public education candidates take office this fall. Talk to the candidates in your city or town and ask the tough questions about where they stand on public school funding, corporate-run charter schools, classroom safety, and other issues that matter to you and your students. In many districts, from Cheshire to Windsor, candidates who have made a career as public school teachers are running for office. They understand your issues and can be a great asset to you and your profession. Talk to the local education association president in your home district about pro-public education candidates on the ballot. Give those candidates the support they need to provide the support you need. New Process for Retrieving Your Member ID CEA’s members-only webpages give you access to valuable resources—such as retirement planning tools, teacher evaluation guides, and new and exclusive video of members’ Q&A with DCF officials. To access these and other member-protected resources, you must enter your unique CEA member ID

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LEADING CEA’s leadership team highlights how teachers’ advocacy in electing pro-education candidates in the last election is paying dividends today. They encourage teachers to continue electing education-friendly candidates to their local boards of education and town councils this year—and to keep up their involvement in 2020. ORGANIZING See how one local association, with help from CEA, stopped a pattern of hiring freezes for substitute teachers that left students and educators in crowded classrooms with multiple grade levels. PROTECTING State Treasurer Shawn Wooden explains how his plan for teacher pensions will bring about the retirement security Connecticut’s educators earned and deserve. Education Commissioner Miguel Cardona sits down with CEA to talk about everything from classroom safety to classroom spending. Read what he has planned and how it will impact you. Connecticut’s new DCF commissioner, Vannessa Dorantes, asks teachers, “What keeps you up at night?” In the first conversation of its kind, CEA members share their hopes and concerns—and feel heard and empowered. A story you won’t want to miss. DIVERSIFYING Ethnic Minority Affairs Commissions around the state are creating social and learning opportunities for teachers. Read about the latest events and make plans to host or attend your own. READING Read how two Connecticut teachers teaching and learning—and how one turned her passion for cultural diversity into a children’s book. Also check out CEA’s recommended reading on the power of emotional learning in children’s academic success. CEA-RETIRED Hear the message retirees shared about the importance of activism, advocacy, and staying on the front lines of strengthening public education. Treasurer Shawn Wooden and Teacher of the Year Sheena Graham weigh in with their own encouragement and stories. Would you like to represent your colleagues by serving as a county director? Learn how to become a candidate for one of several open positions. Also read about CEA’s participation in the 8th World Congress of Education International. inspired book clubs that sparked dialogue about the role of race in members, leaders, and staff took to the streets at the Eversource Hartford Marathon to benefit the Connecticut Education Foundation. There’s still time to give to a good cause. DCF Commissioner Vannessa Dorantes listens to questions and concerns from CEA members and pledges to recalibrate the DCF experience. VOLUNTEERING For the sixth year in a row, CEA

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number. Find your ID number on the membership card you received at the start of the school year—and be sure to keep your card in your wallet, as it’s also your passport to CEA discounts at numerous retailers and venues. You may also find your member ID on the mailing label of your CEA Advisor  ; check the front cover. Still can’t find it? Create a personal profile at nea.org/home/edcommunities.html. Once your profile is complete, you can retrieve your member ID anytime.

6-7 ENGAGING

8-9 COMMUNICATING

Meet CEA’s Newest Staff Member Eric Ahrens | Web Developer & Designer

When it comes to member communications, some of CEA’s most important tools are its website and emails—and Eric Ahrens is responsible for the design and functionality of both. A graduate of Central Connecticut State University with a degree in graphic/information design, Ahrens has extensive experience creating websites, promotional tools, and email marketing campaigns. He previously worked for a digital advertising agency. Look for his handiwork in your inbox and as CEA transitions to a new member-friendly site that’s easier to search and navigate.

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Make the Holidays Brighter for Children in Need CEF’s Holiday Bear project now through December 2

Winter gloves, a LEGO set, and an inventor’s kit are at the top of one boy’s wish list. But his parents, like many others, are struggling to afford even the essentials. Fortunately, the boy has a Holiday Bear sponsor— someone who will shop for the items on his wish list and deliver them in time for the holidays. The Connecticut Education Foundation (CEF) Holiday Bear gift-giving project brings CEA members, their communities, and local businesses together to brighten the holidays for hundreds of disadvantaged public school children. “Teachers across the state have identified students whose families face challenging situations—loss of a job, a family member, or a home—and Holiday Bear provides much-needed cheer to these children and their families,” says CEA Vice President and CEF President Tom Nicholas. You can help by sponsoring a child, donating gift certificates, or making monetary donations. Gifts and donations must be delivered by Monday, December 2, to CEA headquarters in Hartford or CEA UniServ offices for distribution before the holidays.

For more information, contact CEF President TomNicholas at tomn@cea.org , or go to cea.org/cef/holiday-bear .

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Is your class participating in Holiday Bear? Email laurelk@cea.org , and we may feature your story!

14-15 REPRESENTING

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CONNECT WITH CEA

ON THE COVER

cea.org

facebook.com/ CTEdAssoc

youtube.com/ ceavideo

blogCEA.org

twitter.com/ ceanews

instagram.com/ cea_teachers

flickr.com/ photos/ceapics

ORGANIZING

4 CEA ADVISOR OCTOBER - NOVEMBER 2019

UNION SECURES VICTORY FOR BRIDGEPORT STUDENTS, TEACHERS Puts an end to repeated practice of not hiring substitute teachers

CEA IN YOUR CORNER

When Eric Marshall came to work at CEA as a UniServ Rep, one of the first battles he faced was a district’s controversial response to budget cuts. Bridgeport Public Schools announced that they would not be bringing in any substitute teachers for the first month of the school year. That was September 2017. “The Bridgeport Education Association came to me to ask what they could do,” Marshall recalls. “Our approach at the time was to try solving the problem diplomatically. If the district’s freeze on hiring subs was going to be very short-term and temporary, we knew a grievance would take longer than that. Administration assured us this was a one-time thing and that they wouldn’t repeat it.” In May 2018, however, the district announced once again that it would not be hiring substitutes. “We were shell-shocked,” Bridgeport Education Association President Gary Peluchette recalls. “We were told this would never happen again—and then it did." “That’s when CEA filed a class- action grievance—on a number of grounds,” Marshall explains. “By refusing to hire substitutes, they were exceeding class size limits, which are contractually set, and they were splitting classes—meaning that students without a substitute teacher were often put into classes with children from other grade levels.” Breach of contract Like class size, class splitting is limited by contract. “We understand that you may sometimes have to split classes, where you put older and younger students together,” Marshall acknowledges, “but not usually more than one grade level apart. We recognize it’s not optimal, but it happens.” With the freeze on substitutes in Bridgeport, however, children from multiple grades—often several grades apart—were occupying the same classroom.

stipulating that the district will not impose these

conditions on teachers and students again. In exchange, we decided not to seek damages for the teachers impacted by the ‘no-sub’ policy. This was a complete victory.” “The grievance process was long and involved, and many hours were put into collecting this information,” says BEA Grievance Chair Carmella Lorusso. “It is so important for children to always have coverage, and getting there was a big effort, with many people involved.” “Over the last two years,” says Marshall, “we’ve taken a number of grievances all the way to the school board after trying to resolve matters at the building level with the principal or at the central office with an assistant superintendent. Unfortunately, very little was getting resolved below the level of superintendent, so more matters were going before the board.” He adds, “We won nearly every case brought to the board, and that’s one of the reasons belonging to a union is so critical. Class size is not mandated by statute, so having a strong union is essential to limiting class size contractually. The Bridgeport contract also has specific stipulations to prevent splitting classes in the way Bridgeport was doing it.” With a new superintendent in place, Marshall is optimistic about future teaching and learning conditions in Bridgeport, and he urges CEA members throughout the state to stay active and involved with their local unions. “When we stand together, we can achieve meaningful change not only for our profession but for the students and communities we serve.”

BEA President Gary Peluchette and UniServ Rep Eric Marshall helped put an end to Bridgeport’s practice of leaving classrooms without substitute teachers.

“We had gathered districtwide data from teachers about the impact of class size and class splits when there was a freeze on hiring substitutes,” says Marshall, “and we ended up with an enormous amount of data showing how contractual class size limits had been exceeded all over the place, many times over.” “Without substitutes, we’re not educating our students,” Peluchette says. “We’re warehousing them.” BEA’s contract limits class sizes to 29 students in second through twelfth grade and 24 students in kindergarten and first grade. Data collected by BEA and CEA last spring showed at least 250 instances where class size limits were exceeded or students of different grades were lumped together. More shockingly, the district had mixed grade levels indiscriminately, multiple times over. “We had cases where kindergarten students were sharing a room with eighth-graders,” says Marshall. “Let that sink in for a moment. Clearly, no education was happening on those days. This not

only violated students’ right to an appropriate public education, but it also introduced serious potential safety issues.” Marshall points out that even in the course of normal activity and behavior, students who are much bigger and older can inadvertently harm younger, smaller students. “We were alarmed that the district refused to hire substitutes after assurances that they would never pursue that route again, and we were understandably concerned that this would happen again and again—starting at the beginning of the current school year.” The evidence is clear While that didn’t happen in September, BEA refused to withdraw its grievance on behalf of affected members. At a Board of Education meeting, Marshall presented all the data gathered on Bridgeport class sizes and splits. “This was all done very publicly, with parents and press in the room,” he says. “The board was clearly shocked by these revelations, and we now have a written agreement

CEA PARTNERS WITH NBC CONNECTICUT ON SURVEY OF TEACHERS’ CLASSROOM EXPENSES Most teachers spend $500+ of their own money

“I buy the things I know won’t be provided by my district and things that many families won’t be able to pay for. If I’m going to teach effectively and engage my students’ brains, I know what I need. Every teacher I know does a version of this every summer.” Indeed, NBC Connecticut shined a spotlight on just how much Connecticut

“I easily spend around $1,000 per year on my classroom,” says Bridgeport Education Association member Christopher Cormier, adding, “My husband easily does the same. Our household spends that $2,000 in addition to contributions we make to our own four boys’ classrooms throughout the year.” Cormier, who teaches at Edison Elementary School, has also applied for grants at the Southport Pequot Library Book Sale in order to replenish his personal classroom library. “Books are not provided to me,” he explains. Several days each year, Cormier can be found at book sales and office supply stores, where, among other things, he purchases • A single subject notebook for each subject, for a total of four per student • A composition notebook for writing for each student

and about one in five exceed $1,000. CEA President Jeff Leake and a number of Connecticut teachers were interviewed on the subject. To watch the investigative report, which aired September 9, go to nbcconnecticut.com/ investigations .

teachers are contributing out of their own pockets to make sure their students have what they need to successfully start and finish the school year. In partnership with CEA and AFT Connecticut, NBC Connecticut conducted a survey of hundreds of teachers in August and early September. The vast majority of those surveyed (87 percent) will spend a minimum of $300 of their own money on classroom supplies this year. Of those, most spend over $500,

• A box of crayons (each) • A box of markers (each) • A box of colored pencils (each) • A reading folder (each) • A glue stick (each)

PROTECTING

OCTOBER - NOVEMBER 2019 CEA ADVISOR 5

STATE TREASURER APPLAUDS EDUCATORS, OUTLINES TEACHER RETIREMENT PLAN Stabilizing fund upholds state’s commitment to teachers

“A profession as noble as teaching deserves retirement security,” State Treasurer Shawn Wooden told hundreds of Connecticut public school teachers at CEA’s 2019 Summer Conference, to resounding applause. “I support you, the hard work you do every day, the strength you bring to the classroom, the minds you are shaping, and the promise of what we are working together to achieve.” Wooden, whose plan to stabilize Connecticut’s teacher retirement fund was a crucial victory for teachers and taxpayers in this year’s legislative session, gave the keynote address at the conference, where more than 500 educators gathered for two days of networking and professional development. “Thanks to the plan crafted and promoted by State Treasurer Wooden and championed by CEA, the long-term solvency of the teacher retirement fund is secure,” said CEA President Jeff Leake. “For decades, the state underfunded teacher pensions, putting educators’ retirement at risk, but Treasurer Wooden had the foresight and a sound proposal to set things right for educators today and into the future.” Leake called upon teachers to continue building relationships with elected officials—including Wooden and others. “It’s about strengthening our profession and continuing to influence positive change. Our union demands it.” Wooden noted that his proposal puts the state’s budget reserves on track to grow to historic levels, adding that Connecticut’s credit outlook has improved twice in four months, with a savings of millions of dollars in long-term interest payments for taxpayers. The root of the problem In the 1950s, Wooden explained, public school teachers opted out of joining Social Security and created their own independent retirement system. Over the next 25 years, the state paid retirement benefits out of each year’s state budget on a “pay-as-you-go” basis, which led to another plan in the late ’70s that covered benefits and paid down the unfunded liability

“Indeed,” said Leake, “the state treasurer’s actions are already being noticed on Wall Street as investors and bond agencies elevate Connecticut’s bond ratings, which in turn will save taxpayers millions of dollars.” A personal challenge Wooden, who began his career as a private- sector investment attorney and now oversees public pension plans, notes that ensuring the long-term viability of the Teachers’ Retirement Fund was one of his highest priorities upon taking the oath of office. “This was a very personal

based on an actuarial valuation. “And this is where the situation really began to decline,” he said, “because politicians got into the very bad habit of spending the state’s required pension contributions on other things. So the system sputtered along for the next three decades, and that’s how the unfunded liability got so out of control.” In 2008, in an effort to boost the fund and reduce the unfunded liability, the state borrowed $2 billion through pension obligation bonds—a plan that would have worked if the market had not collapsed that year and devastated the fund. “That’s when years of backloading—or big balloon payments—caught up to us, and the state faced huge spikes in future payments. Annual payments into the fund were projected to peak in 2032 at more than $3.4 billion, which would have crippled the state budget.” The plan that Treasurer Wooden created with Governor Lamont reamortized the $13 billion unfunded liability, extending the payment schedule over 17 years; it also lowered the assumed rate of return on investments from 8 percent to a more conservative 6.9 percent. The new plan, Wooden said, does several important things: it allows the state to honor its commitment to teachers,

issued study reported that Connecticut’s public schools are among the best in the nation.” Paying it forward Wooden recalled his days as a student in the Hartford Public School System as well as in Manchester, as part of a desegregation busing program, before pursuing degrees at Trinity College and NYU Law School. “Growing up, I took multiple transit buses two hours each way to attend school. Suffice it to say, this was very hard, and that experience helped shape the value I place on education.

CEA President Jeff Leake thanks Treasurer Wooden for his support of Connecticut teachers.

“The truth is that most kids I grew up with in my neighborhood in north Hartford are not investment lawyers and don’t get to stand on stages like this. I wouldn’t be standing before you today were it not for the many teachers who challenged and inspired me. Simply put, a quality education with teachers who believed in my potential changed the trajectory of my life, so it’s time we focused on drawing the best talent to the profession and ensuring that teaching is made more secure as we go forward—and not back.” Susan Strader, president of the Education Association of Preston and CEA-PAC member, said, “To have Shawn Wooden speak at the conference and explain the plan he and the governor put into place to support our pensions and keep them funded was really wonderful. It was uplifting, and everyone was able to understand how it works.” “We thank Treasurer Wooden for his expertise on the issue and for sharing the development and design education community applauds his commitment to securing the pension fund for Connecticut’s hard-working teachers and moving Connecticut toward fiscal stability and greater economic growth.” of his plan with hundreds of educators,” Leake said. “The UNDERSTAND AND PLAN YOUR RETIREMENT Attend a free CEA Retirement Workshop (members only). See dates and locations at cea.org/ retirementworkshops.

“Simply put, a quality education with teachers who believed in my potential changed the trajectory of my life, so it’s time we focused on drawing the best talent to the profession and ensuring that teaching is made more secure as we go forward—and not back.” State Treasurer Shawn Wooden

challenge for me. I have always believed that the state has a duty to honor our promises to our workers and taxpayers, and I am especially grateful to the many teachers who helped me to become the person I am today.” Referencing a report published this year showing a 30 percent increase in the number of Connecticut children living in concentrated poverty, Wooden touched on a reality teachers see every day. “Perhaps no other profession today has the challenge of attracting and recruiting good talent as does teaching,” he said, “and that noble calling to teach comes with a price too. Nationally, teachers spend a billion and a half dollars of their own money on back-to-school supplies, and teachers in high-poverty districts spend even more. Connecticut teachers spend on average between $500 and $1,500 annually. [See story on page 4.] As is often the case where parents are financially unable to provide the necessities, teachers fill in the gaps and provide for them. There is no question that as teaching professionals you are fulfilling the highest calling in public service. It’s because of your great talent, the years of experience you offer, and your dedication that another recently

saves the state an estimated $900 million over the next five years, smoothes out gains and losses over time, and replaces the old funding method (backloading costs with balloon payments) with a more sensible approach. It’s that fiscally prudent approach, Wooden noted, that helped lead to upgrades in Connecticut’s bond rating outlook for the first time in nearly two decades.

Education Association of Preston President Susan Strader, a CEA-PAC member, with State Treasurer Shawn Wooden.

ENGAGING

6 CEA ADVISOR OCTOBER - NOVEMBER 2019

10 QUESTIONS WITH DR. MIGUEL CARDONA New education commissioner opens up about educational equity, assessments, and how teaching has changed in the last 20 years

1 You started your career as a teacher. What made you decide to choose that path, and what did you find most rewarding in it? I still consider myself a teacher, just in a different capacity now. Interestingly, when I was in high school, I wasn’t one of those kids who said, “I want to be a teacher.” I was more interested in fine art—painting and drawing. But I had some influential teachers, and I eventually thought I would do that—teach art. Then, I interned at an elementary school, working with students who had disabilities, and I was hooked on working with that age group. The teaching profession is a people business, so the human connection is something that appeals to me. Teachers take on such a special role, because they are shaping lives. I still have notes that students gave me 20 years ago, and the fact that I was a small part of their K-12 experience reminds me that teaching is the most noble profession. 2 What do you see as some of the biggest challenges facing Connecticut’s public school educators in 2019? Rather than challenges I’ll call them opportunities, and two of the major ones are the ever-changing needs of our learners and our state. Students are coming in with greater needs, and that is happening in all districts, not just some. There is the need for social and emotional development and learning. There is the need to be prepared for the jobs of today and tomorrow. Students are also learning in different ways—for example, using technology to communicate and exchange information. To meet the demands that exist today, educators must continue developing their own skills. Also, teachers today are being asked to do so much more. They are cheering up students when they are sad, they are feeding them when they’re hungry, they are helping them feel welcome and feel a sense of belonging, they are providing those extracurricular activities for students outside of the academic day. Teachers are major contributors in a community. When you sign up to be a teacher, you are helping so many children in a community thrive, so we need to provide the tools for teachers to succeed. 3 How have things changed for teachers since your own time in the classroom? How has the role of a teacher changed? They are obviously teaching newer things, because there’s a constant evolution of skills necessary to prepare students for Connecticut’s economy. But also, social and emotional development is a big part of teaching today. Many students are coming in with trauma, and teachers are doing not only the academic work but also tending to their students’ social and emotional needs. 4 What are some of your first priorities as commissioner of the Connecticut State Department of Education (CSDE)? I want to boldly challenge the disparities that exist in student outcomes in Connecticut through a collective effort of many stakeholders. True to the African opportunity to position Connecticut’s education system as the best economic driver in the state. With CEA’s partnership, including the state’s phenomenal teachers, we are in a position to write the narrative of Connecticut’s public schools.”  The CEA Advisor caught up with Cardona and asked him about everything from teachers’ changing roles to his top priorities for our schools. At 23, Miguel Cardona began his career at Israel Putnam School in Meriden. It was 1998, and the eager fourth-grade teacher was thrilled to have his own classroom in the city where he grew up. Born in a housing project to parents who moved here from Puerto Rico as children and studied in the same schools, Cardona understands well the importance of community, as well as excellence and equity in education.   Today, Dr. Cardona heads up the State Department of Education, making him the first Latino commissioner to oversee Connecticut’s education system.    “Overall,” he says, “we have a tremendous

Dr. Miguel Cardona, a former teacher and administrator from Meriden, has been tapped to head up the Connecticut State Department of Education

proverb, it takes a village. CEA needs to be at the table. Teachers, parents, students, elected officials, district leaders, administrators—all of us need to come together around strategies for improving student outcomes. I want to ensure quality curriculum, fiscal health for school districts, and a laser focus on equity. I’m also interested in creating a tapestry of collaborators in the state, where we learn from one another and we look at districts not only as pockets of innovation but also models and exemplars of what’s important and what’s working in Connecticut. There are districts that are excelling in different areas, such as closing achievement disparities, engaging parents, serving English learners, or establishing dual enrollment so that high school students receive college credits. We have districts outpacing average growth in many areas, and we want to replicate those best practices. 5 Safety is a growing concern in classrooms around the country. In addition to highly publicized incidents of gun violence, there is also the nearly silent daily crisis of students who are dysregulated or have other needs, who threaten, disrupt, or physically assault other students or their teachers. CEA has worked with CSDE and others on The Connecticut State Department of Education (CSDE) launched its new Learn Together, Grow Together CT initiative to highlight districts’ innovative, successful approaches to common issues and problems. Learn Together, Grow Together CT will promote these promising practices in district profiles inventoried on the CSDE website so that other district leaders and educators can borrow, adapt, and put to use these proven models in their own schools. The initiative is part of Commissioner Cardona’s major points of focus to leverage the collective capacity and resources already in place around the state to achieve common goals. legislation that would provide much-needed support for dysregulated students and ensure that classrooms are safe learning environments. This will continue to be a focus for us in 2020. What is your view on this need for students in our classrooms? Students do best when they are physically and emotionally safe. Teachers do best, too, when they are physically and emotionally safe. We need to make sure we are providing a safe environment for students to learn and teachers to teach. To get there, we need to continue developing trauma-informed practice, restorative practice, and social/emotional learning for students. We need to ensure early intervention for students who show signs of dysregulation, and we have to provide content for kids that would make them successful—for example, promoting appropriate executive functioning skills in early grades. Ultimately,

students are communicating through their actions, so if they are acting out, we need to get at the root causes of those behaviors. We have to support children in crisis while at the same time supporting teachers whose students are dysregulated. As a building principal, I had early intervention programs with early education students. Teachers have shown me the importance of meeting children “I still feel like the teaching profession is under attack. In Connecticut, we have some of the best teachers, because they change lives, and we’re not doing enough to promote their profession.” Dr. Miguel Cardona where they are, and early childhood practices that make sense include ensuring our curriculum is developmentally appropriate and respects how children learn best. There is research behind that. We cannot have students learning to read at the expense of learning to self-regulate. They need explicit instruction in how to do that. Ask any teacher at the early education level, and they will tell you they spend these first few months of the school year teaching children how to share, how to take turns, how to follow directions, and handle their emotions. If anything, children will learn better when they have had a chance to get that foundational set. 6 Educational equity and access for students are priorities for CEA, as is diversity in our teaching force. As a product of public schools, a parent of public school students, and the first Latino education commissioner in the state, what are your plans to ensure that Connecticut students have better access to educational resources and more teachers of color? If you look at our student outcome data, there are disparities in educational achievement; by and large, black and brown students are not doing as well as other students. We can’t expect to have more teachers of color unless that changes. We need to have more students graduate who want to come back and be teachers. We need culturally relevant curriculum. We need to create more grow-your-own pathways for students to become teachers in their communities. We have diverse classrooms, so there’s no reason we shouldn’t have a diverse teaching force. We also need to put the teaching profession back on top, where it needs to be. I still feel like the teaching profession is under attack. In Connecticut, we have some of the best teachers, because they change lives, and we’re not doing enough to promote their profession. 7 In a recent interview, you indicated that schools are a reflection of myriad stressors outside the classroom. One such stressor—the tendency for children from low-income families to move and change schools frequently—can have a negative effect on children’s academic achievement.

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CSDE is required by statute to report on family mobility—the number of students moving from school to school at a high rate. Although CSDE has the data, it has not been easily accessible. Will you report this information in an easy-to-access format in the near future? In his book Visible Learning , John Hattie gives a meta- analysis of factors that contribute to a lack of success and lack of academic achievement. Out of a list of 138 factors, mobility—students’ families moving from district to district and school to school—ranks number one. That speaks to the importance of consistency in education and the need for a consistently high-quality curriculum. I believe there is value in making this data accessible to the public, as it could help underscore that where there is mobility we need to put more resources. 8 You have often spoken and acted in ways that empower and value Connecticut’s teachers. As a member of the Performance Evaluation Advisory Council, for example, you championed bringing teachers’ voices into the process of professional learning and argued against reducing them to test scores. Why did you feel strongly about those issues, and what are some other ways you plan to ensure teachers have a voice, more autonomy in the classroom, and a seat at the table? I struggle with any system that reduces a teacher to a number. The profession cannot be summarized with a rating. When a summative evaluation results in a number being the thing remembered most, it’s not effective. There should be high expectations along a continuum of what we agree good teaching is. As for teacher voice, my track record has always been to include teachers at the brainstorming and development level for at least three reasons. First,

teachers understand what policy and practice look like in a classroom. I’ve seen this work well in Meriden, where I taught and was an administrator, and where teacher leaders helped shape district policy. Second, when a policy is vetted though different perspectives, usually you get a better process or product. And third, having teachers at the table leads to not only a policy that is well-informed but also one that is embraced by teachers, because they had a hand in developing it. 9 Some teachers say that with the ever- increasing number of standardized tests, the ability for teachers to be educational leaders has been diminished, and important subjects and class discussion have been crowded out. What can be done to lessen the time that students are taking tests that do not enhance learning, and provide more time for critical thinking, creativity, collaboration, and communication? The ability to think critically and interact with students should be a part of every curriculum, and making sure all students have access to high-quality content is one of the primary responsibilities we have as educators. While some tests can certainly help us measure certain things, I do feel that we have some assessments that don’t contribute to student learning. Balance is key. 10 When you were a first-year teacher, you invested hundreds of dollars of your own money into classroom supplies for your students. Teachers are still doing that. In fact, CEA just partnered with NBC Connecticut on a back-to- school survey of Connecticut teachers and found that they’re still spending hundreds (in some cases, thousands) out of pocket this year on things like paper, calculators, and books. What should the state and local boards of education do to provide the materials necessary for students in all of our public schools?

The new education commissioner says, “Having teachers at the table leads to not only a policy that is well-informed but also one that is embraced by teachers.” He and his staff discuss key policy issues with CEA Executive Director Donald Williams and CEA President Jeff Leake, as well as AFT President Jan Hochadel and Chief of Staff Stuart Savelkoul.

importance of a quality curriculum and what that costs. We should not expect teachers to educate their students and produce tomorrow’s leaders without the proper tools. You wouldn’t go to a mechanic or a medical facility that didn’t have the proper equipment; our schools need to be well-resourced too. Another resource teachers provide is their time. They give so much of their own time, and I want to acknowledge that. When you are a teacher, there is no punching out. Teachers are attending night functions for students. They’re showing up on weekends for their students’ games. They’re taking their personal time, their evenings with their own families, to correct papers so that their student have timely feedback. They are having conferences and conversations outside of the school day to accommodate other parents who work. Teachers do this every single day to make sure their students are successful. That needs to be recognized. “Teachers should not have to provide the essentials that students need to have a fighting chance to achieve. We have to make sure our districts have the resources their schools need.” Dr. Miguel Cardona

As an early-career teacher, I bought materials that I knew would enhance my students’ experience. Teachers are good-natured and giving, and I know that they will always be that way. But you mentioned the word necessary . Teachers should not have to provide the essentials that students need to have a fighting chance to achieve. We have to make sure our districts have the resources their schools need. There is no quick or easy fix, but we can start by bringing attention to the matter and

Cardona meets with CEA President Jeff Leake and Executive Director Donald Williams to talk about priorities and partnerships.

making sure local boards of education understand the

MEET ORLANDO RODRIGUEZ CEA Economist and Research and Policy Development Specialist

CEA’s Orlando Rodriguez conducts research, interprets data, and provides analysis and testimony on policy issues that affect teachers and their students—such as education funding, teacher pensions, minority teacher recruitment and retention, indoor air quality and temperature in schools, trauma, and more. His findings are often cited in testimony before state legislators. “I got started on policy issues when I was a researcher at the Center for Population Research at UConn. There, I did population projections for all towns in Connecticut and several other reports, including The Five Connecticuts , and an analysis of the state’s ZIP code boundaries that led to a change in how the Department of Revenue Services collects information on state tax returns.” Rodriguez got deeper into policy

Connecticut Voices for Children, where he did an analysis of the state’s ECS funding formula that ultimately led to the state changing the formula to be more objective and equitable. Working with the Latino and Puerto Rican Affairs Commission of the Connecticut General Assembly, he helped bring attention to the rising number of English learners in the state, as well as the need for expanded bilingual education so that students could become proficient in English. Rodriguez, who serves as staff liaison to CEA’s Ethnic Minority Affairs Commission, has traveled extensively. Born in Cuba, he moved around a lot with his family—as far as Australia—and went into the Peace Corps after college, where he

He also met his wife, Laura, there. In 2020 they will celebrate their 35th wedding anniversary. As a graduate student at Ohio State University, Rodriguez completed a summer internship with Conservation International, mapping and collecting data for La Amistad International Park in Costa Rica. As for education issues, he says, “My wife was a teacher for nearly 30 years, so I have a good idea of the realities of being a teacher.” The couple’s daughter, a special education teacher in California, has followed in her mother’s footsteps, and their son is an engineer working on self-driving cars. “I would like teachers to know that while they may not want to be personally involved in politics (my wife didn’t want to be either), it’s important to have a union that gives

you political power. There are numerous groups with nefarious funding sources that want to harm the teaching profession and gut education spending without regard for the consequences to students. Unions with strong government relations teams defend teachers against those special interest groups and promote new policies to improve the teaching profession and student outcomes.” Rodriguez is the author of Vote Thieves , a nonfiction account of how states including California, Florida, and Texas exploited undocumented residents to gain greater representation in Congress. When he’s not working or fixing things around his home, you can find him cycling, kayaking, or trying to finish a novel that’s been in the works for years.

was the first volunteer in northwestern Ecuador.

“I worked with farmers to build fishponds for them to have more protein in their diets,” he explains.

work focusing on the state’s changing socioeconomics at

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recalls when she first started representing teachers who faced DCF allegations, existing statutes and the investigatory process itself left her feeling like she had one hand tied behind her back. CEA attorneys were often not given the investigative reports and other relevant information they were entitled to ahead of time. “There was a ‘gotcha’ approach to things,” she says. Take the appeals process. Once a case involving a teacher was substantiated, it would often take DCF 30 to 60 days to provide CEA’s attorney with the investigation report. The problem was that once the case was substantiated, a teacher had only 30 days to file an appeal— usually before the attorney had any information to work with. “We were forced to appeal cases without ever seeing the investigation, which would indicate who was interviewed and what was alleged,” DeLucca says. Inconsistencies. Similar cases handled by DCF investigators in different regions often have very different outcomes—meaning that teachers and those representing them have had no consistent model to follow. Jerriann Mitchell, a building rep with the Fairfield Education Association, says, “As a mandated reporter I wanted to hear firsthand

DCF COMMISSIONER LISTENS, RESPONDS TO TEACHERS

Raised by a mother who spent 30 years in the classroom, DCF Commissioner Vannessa Dorantes refers to herself as a “TK,” or “teacher’s kid.”

“What keeps you up at night?” That’s the question Vannessa Dorantes had for hundreds of teachers, from every corner of the state, who gathered in October for a candid conversation with the commissioner of Connecticut’s Department of Children and Families. The Q&A session—the first time a DCF commissioner sat down with Connecticut teachers, solicited their input into the DCF process, and came away with several pages of notes—marked the start of a promising new relationship between Connecticut educators and the Department of Children and Families. Recent years have seen a surge in DCF reports, stemming from new statutes, policies, and unwritten practices. The purpose of the meeting between teachers and DCF leaders was to talk openly about those and other concerns and begin figuring out ways to address them. “We’re here and listening, and we’re dedicated to improving our partnership,” said Dorantes, a social worker and 27-year DCF veteran appointed by Governor Ned Lamont in January to head up the agency. “Our hope is that tonight is the beginning of a conversation that ensures the safety of our students while protecting the education process and its practitioners,” said CEA President Jeff Leake. “We hope to find ways to work smarter and more effectively to make change happen.” Navigating the waters Nearly every Connecticut teacher knows that navigating the DCF process— whether as a mandated reporter or the target of a complaint—can be confusing, time-consuming to an extreme, and intimidating. Key issues raised by teachers: Mandated reporting. A 2015 statutory requirement makes it a potential felony for teachers and other mandated reporters to fail to mountain of reports, with teachers— who have a 12-hour window to call in a report to DCF’s Careline— oftentimes spending as long as four hours on hold. Teachers have also been reported for actions misidentified as inappropriate or neglectful—a point that Southington teacher Maria report possible child abuse or neglect. That has resulted in a

Lappas poignantly spoke to. An elementary school art teacher, Lappas notes that the nature of her job involves hands-on guidance—for example, teaching children how to hold and use scissors and other art implements—and that worries her. “It can be crippling,” she admitted. “Let’s just talk about that. Really think about it. Think outside the box. I just need you to know that I am asking a kindergartner for consent to roll up their sleeves, and as I’m doing it, I’m making sure I ask, ‘Am I hurting you? Are you OK? Is it too tight?’ This is everyday language for me. I’m not even tenured, and I’m scared. How do I do my job without fear? If you tell me I can’t guide a child to learn the passion I have for art, why am I a teacher?” “We’re here and listening, and we’re dedicated to improving our partnership.” Vannessa Dorantes, DCF Commissioner “We recognize that people have been afraid,” said Dorantes, adding that very few such cases are accepted for investigation. She also acknowledged that educators fear that if they don’t report something, they could lose their livelihood. “We have to figure out how to calibrate this the right way, because there have been pockets of underreporting and a swell of overreporting of cases that don’t rise to the threshold.” One of DCF’s recalibration efforts has been to both speed up the process of reporting as well as ensure that the agency more accurately screens reports. “We have significantly reduced the wait time on calls to two minutes and two seconds while answering 97 percent of calls prior to hang-up,” Dorantes said, adding that an online reporting system is currently being piloted in some areas. (Until using the online system becomes a requirement for your district, CEA’s Member Legal Services advises teachers to continue calling the Careline.) Procedural delays. While most reports against teachers are

unsubstantiated, the time it takes to complete an investigation is time lost in the classroom—a tremendous detriment not only to the teacher but also to dozens or even hundreds of students. “There are so many cases that are unsubstantiated,” said Hamden Education Association (HEA) Vice President David Abate. “Mandated reporting is important, but you’ve put everyone on eggshells. If DCF is backed up due to overreporting, they’re going to miss the serious cases.” “I’m also concerned about the length of time investigations take,” said HEA President Diane Marinaro. “When a teacher is put on leave for 45 days, it really impacts students. In all my years in Hamden, I’ve never had a case against a teacher substantiated, and it affects students big-time.” ‘Gotcha.’ In a longtime, unwritten practice, DCF investigators refused to tell CEA attorneys what the allegations were against the teachers they represented. That put those educators and their legal counsel at a clear disadvantage. CEA attorney Adrienne DeLucca

Watch a video of the Q&A with DCF Commissioner Vannessa Dorantes and CEA members at cea.org .

from the new commissioner. There has been too much confusion and too much misinformation.” “We can bring about more standardization and consistency around the outcomes of investigations,” said DCF Deputy Commissioner of Operations Michael Williams. “The standard in Hartford has to be the same as the standard in Stamford, so we’re going to make sure we narrow the gap in

CEA members appreciated the opportunity to speak candidly with the new commissioner. Pictured (L-R) are Manchester Education Association President Kate Dias, CEA President Jeff Leake, Southington teacher Maria Lappas, Commissioner Dorantes, and Southington building rep Roseanne Lombardi.