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ERIC Number: ED515653
Record Type: Non-Journal
Publication Date: 2008
Pages: 52
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Mutual Benefits: New York City's Shift to Mutual Consent in Teacher Hiring. Updated with a New Afterword
Daly, Timothy; Keeling, David; Grainger, Rachel; Grundies, Adele
New Teacher Project
In 2005, the New York City Department of Education (NYCDOE) and its teachers union, the United Federation of Teachers (UFT), agreed to a groundbreaking contract that reformed outdated school staffing provisions. Specifically, the new contract changed the staffing process for teachers and schools in three major ways. First, it protected the right of schools to choose which teachers they hired, regardless of seniority. Second, it ended the "bumping" of novice teachers out of their positions by senior teachers who claimed these positions based on seniority and without input from principals or school staffs. Finally, it established a more open hiring process for "excessed" teachers (those displaced from their positions because of falling school enrollments, budget declines, programmatic changes, or school closures). In short, the 2005 contract saw New York City transition from a system in which teachers and principals often had no input over teacher assignments to a system of "mutual consent," in which both teachers and principals had to agree on all teacher placements. This policy shift brought to a halt the pervasive forcing of teachers on schools and of schools on teachers, trends that had tarnished the city's staffing system. Viewed through the lens of effective school staffing practices, it was a significant step forward. As this paper will illustrate, the mutual consent system has resulted in mutual benefits for teachers and schools by offering better choices, increased flexibility and greater transparency throughout the staffing process. The positive impact of this policy shift on New York City teachers is especially noteworthy. This study finds that the mutual consent system has: (1) earned strong support from New York City teachers; (2) successfully facilitated thousands of transfers; (3) resulted in positions that teachers find satisfying; (4) resulted in positions that teachers plan to keep; (5) provided fair and equal access to vacancies; and (6) not disadvantaged high-poverty schools. 2005 teachers union contract staffing rules are appended. (Contains 17 figures, 2 tables and 38 notes.)
New Teacher Project. 186 Joralemon Street Suite 300, Brooklyn, NY 11201. Tel: 718-233-2800; Fax: 718-643-9202; e-mail: info@tntp.org; Web site: http://www.tntp.org
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: New Teacher Project
Identifiers - Location: New York