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  • ABOUT
    • What Is CEA?
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    • CEA Leadership
    • CEA Staff
  • MEMBER BENEFITS
    • Value of Membership
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Administration’s Refusal to Hire Substitute Teachers Shortchanges Bridgeport Students

May12018

Hours before a drastic budget measure affecting the district’s public schools was set to take effect, Bridgeport teachers held a news conference drawing attention to school officials’ refusal to hire substitute teachers for the month of May—a decision that threatens to disrupt learning and jeopardize student safety. Teachers called on administrators to reverse their decision and keep student safety and learning top priorities.

Bridgeport Education Association President Gary Peluchette (at podium) was joined by fellow BEA members at a news conference yesterday. He addressed the district’s refusal to hire substitute teachers for the month of May.

“Without substitutes, we’re not educating our students,” said Bridgeport Education Association President Gary Peluchette. “We’re warehousing them.”

In the case of a classroom teacher’s absence, substitute teachers are able to carry out lessons planned by that teacher, ensuring continuity in the curriculum. Without this safety net, children are crowded into classrooms without enough furniture—sitting on floors and ledges, often with students several grades above or below them—and losing precious learning time.

“Solving a budget crisis at the expense of children is not OK,” said Jettie Tisdale School teacher Mary Krotki.

“Students in classes without substitutes will be divided among other classes in the building,” Peluchette explained, “which interrupts the instructional process for both the students who are being placed in another classroom and the students in the class where they are being placed. This happened back in September. We were shell-shocked and told it would never happen again. But here we are.”

Tiffany Ladson Lang expresses her concerns as both a parent and a teacher.

Tiffany Ladson Lang, a parent and Interdistrict Discovery Magnet School teacher, said she is “deeply concerned” about the impact of this latest decision. “You are compromising students’ education with this decision. Children should be our top priority.”

Ladson Lang wondered what a school day would look like for children whose teacher is absent without a substitute in the classroom. “Will they be moved to an even more crowded classroom? Will they know what to do in an emergency? What are the academic, social, and emotional impacts?” she asked. “I encourage parents to speak up. Better yet, I encourage the Board of Education to provide substitute teachers.”

Special education needs not met

For special education teachers, like Bryant School’s Barbara Edmonds, the absence of substitute teachers carries additional risks.

“My students have individualized education programs, and our classes consist of one teacher, 8 or 9 students, and one or two paraprofessionals to help them succeed,” she said, explaining that smaller class sizes are key to her students’ success. Eliminating substitute teachers, she said, puts an undue burden on her students and colleagues.

“If my self-contained classroom is split up because there is no substitute to cover, it creates a difficult situation, because students are then placed in a full-size, regular classroom with unfamiliar students and teachers who may not know them. They may shut down and not be able to work. There have been situations like this, where parents were called to pick up their child because of the stress of an unfamiliar environment. These unexpected changes can make students anxious, and the disruption in their schedule and routine makes for a very hard day for them.”

Of equal concern is that the students’ IEPs are not being met—a violation of state guidelines.

Divided and conquered

Krotki has had as many as 10 extra students in her class of 24 when no substitutes were provided.

“I didn’t know these additional students’ names,” she recalled. “I didn’t know if anyone was missing or if any child had a medical protocol I needed to follow. There are so many situations you cannot be prepared for.”

Kindergarten teacher Monica Bolbotowski cannot recall a time in her 35-year teaching career where substitute teachers were not hired.

Fellow Tisdale teacher Monica Bolbotowski is concerned about what will happen to her kindergarten students later this month, when she is away attending her daughter’s wedding.

“I’m worried about having my little ones split up. There are 24 of them. I have done double the work preparing for my absence—first, creating lessons plans for a substitute teacher, and now, drawing up ‘split lists’ of which students will go to which teachers, from pre-K through second grade, and making packets for each of my individual students to take them through those two or three days I’m out.”

Bolbotowski has taken no personal or sick days the entire school year, and now she finds herself without a substitute when she needs one.

“I put in for this time off for my daughter’s wedding months ago, and this morning, when I looked at my phone, I saw message after message saying ‘No Substitute Required’ for my time off.” Bolbotowski cannot remember a time in her 35-year teaching career that this has ever happened.

Penny saved, opportunity wasted

“We need to stop shortchanging our students for the purpose of saving a buck,” Antonio Ortiz told reporters at the press conference.

“At the high school level, when substitute teachers are not hired to cover for teacher absences, the burden of coverage falls on our already overtasked and undersupported teachers, many of whom have to give up their prep periods, professional learning communities, and supervisory duties to cover absences,” said Bridgeport Military Academy High School fire science and Spanish teacher Antonio Ortiz, a 41-year veteran.

Teachers in overpopulated classes, with as many as 32 other students, he pointed out, find themselves taking in additional students.

“Increasing the number of manageable students per class diminishes the quality of instruction we are able to provide. The students suffer, and the learning process is compromised. We need to stop shortchanging our students for the purpose of saving a buck.”

Categories: CEA News, Education newsMay 1, 2018
Tags: Bridgeport Education AssociationBridgeport Public Schoolssubstitute teachers

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Administration’s Refusal to Hire Substitute Teachers Shortchanges Bridgeport Students

May12018

Hours before a drastic budget measure affecting the district’s public schools was set to take effect, Bridgeport teachers held a news conference drawing attention to school officials’ refusal to hire substitute teachers for the month of May—a decision that threatens to disrupt learning and jeopardize student safety. Teachers called on administrators to reverse their decision and keep student safety and learning top priorities.

“Without substitutes, we’re not educating our students,” said Bridgeport Education Association President Gary Peluchette. “We’re warehousing them.”

In the case of a classroom teacher’s absence, substitute teachers are able to carry out lessons planned by that teacher, ensuring continuity in the curriculum. Without this safety net, children are crowded into classrooms without enough furniture—sitting on floors and ledges, often with students several grades above or below them—and losing precious learning time.

“Solving a budget crisis at the expense of children is not OK,” said Jettie Tisdale School teacher Mary Krotki.

“Students in classes without substitutes will be divided among other classes in the building,” Peluchette explained, “which interrupts the instructional process for both the students who are being placed in another classroom and the students in the class where they are being placed. This happened back in September. We were shell-shocked and told it would never happen again. But here we are.”

Tiffany Ladson Lang expresses her concerns as both a parent and a teacher.
(Click image for larger version)

Tiffany Ladson Lang, a parent and Interdistrict Discovery Magnet School teacher, said she is “deeply concerned” about the impact of this latest decision. “You are compromising students’ education with this decision. Children should be our top priority.”

Ladson Lang wondered what a school day would look like for children whose teacher is absent without a substitute in the classroom. “Will they be moved to an even more crowded classroom? Will they know what to do in an emergency? What are the academic, social, and emotional impacts?” she asked. “I encourage parents to speak up. Better yet, I encourage the Board of Education to provide substitute teachers.”

Special education needs not met

For special education teachers, like Bryant School’s Barbara Edmonds, the absence of substitute teachers carries additional risks.

“My students have individualized education programs, and our classes consist of one teacher, 8 or 9 students, and one or two paraprofessionals to help them succeed,” she said, explaining that smaller class sizes are key to her students’ success. Eliminating substitute teachers, she said, puts an undue burden on her students and colleagues.

“If my self-contained classroom is split up because there is no substitute to cover, it creates a difficult situation, because students are then placed in a full-size, regular classroom with unfamiliar students and teachers who may not know them. They may shut down and not be able to work. There have been situations like this, where parents were called to pick up their child because of the stress of an unfamiliar environment. These unexpected changes can make students anxious, and the disruption in their schedule and routine makes for a very hard day for them.”

Of equal concern is that the students’ IEPs are not being met—a violation of state guidelines.

Divided and conquered

Krotki has had as many as 10 extra students in her class of 24 when no substitutes were provided.

“I didn’t know these additional students’ names,” she recalled. “I didn’t know if anyone was missing or if any child had a medical protocol I needed to follow. There are so many situations you cannot be prepared for.”

Kindergarten teacher Monica Bolbotowski cannot recall a time in her 35-year teaching career where substitute teachers were not hired.
(Click image for larger version)

Fellow Tisdale teacher Monica Bolbotowski is concerned about what will happen to her kindergarten students later this month, when she is away attending her daughter’s wedding.

“I’m worried about having my little ones split up. There are 24 of them. I have done double the work preparing for my absence—first, creating lessons plans for a substitute teacher, and now, drawing up ‘split lists’ of which students will go to which teachers, from pre-K through second grade, and making packets for each of my individual students to take them through those two or three days I’m out.”

Bolbotowski has taken no personal or sick days the entire school year, and now she finds herself without a substitute when she needs one.

“I put in for this time off for my daughter’s wedding months ago, and this morning, when I looked at my phone, I saw message after message saying ‘No Substitute Required’ for my time off.” Bolbotowski cannot remember a time in her 35-year teaching career that this has ever happened.

Penny saved, opportunity wasted

“We need to stop shortchanging our students for the purpose of saving a buck,” Antonio Ortiz told reporters at the press conference.
(Click image for larger version)

“At the high school level, when substitute teachers are not hired to cover for teacher absences, the burden of coverage falls on our already overtasked and undersupported teachers, many of whom have to give up their prep periods, professional learning communities, and supervisory duties to cover absences,” said Bridgeport Military Academy High School fire science and Spanish teacher Antonio Ortiz, a 41-year veteran.

Teachers in overpopulated classes, with as many as 32 other students, he pointed out, find themselves taking in additional students.

“Increasing the number of manageable students per class diminishes the quality of instruction we are able to provide. The students suffer, and the learning process is compromised. We need to stop shortchanging our students for the purpose of saving a buck.”

Category: CEA NewsMay 1, 2018

Post navigation

PreviousPrevious post:CEA Partners with Connecticut Registrars on High School Voter Registration DriveNextNext post:Administration’s Refusal to Hire Substitute Teachers Shortchanges Bridgeport Students

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January 25, 2023
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Please enter your CEA Membership ID below. Your membership ID is on your membership card that you received at the start of the school year. It can also be found on the label of your CEA Advisor.

 

If you do not have your ID, you can access it by logging into NEA Ed Communities. First-time visitors must create a personal profile.

 

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NEA DELEGATE MEMBERSHIP UNITS OPEN FOR ELECTION

POSITIONS OPEN FOR NOMINATION

CEA may be eligible to elect up to 30 state delegates to the NEA RA in 2020. Here are descriptions of the open positions:

Category 1 At-Large/State Delegate: Fifteen Positions (Term: two years)

Category 1 At-Large/Ethnic Minority Concerns: Four Positions (Term: 2

years)

These categories must have Active classroom teachers (Membership Type AC-1) or NEA Life members (Membership Type AC-7) in local affiliates are eligible for these positions.

Aspiring Educators: one Position (Term: 1 Year)

Only Aspiring Educators with a SEA and NEA membership are eligible for this position.

Membership Units: nine positions from specific Membership Units (Term: one year)

Only active members (Membership Type AC-1) or NEA Life members (Membership Type AC-7) who teach in a local CEA affiliate in one of the seventeen Membership Units may be nominated for these positions. The nine open units include E, F, H, J, K, L, M, P & Q.

Unit E:

Bethel, Brookfield, CEA New Milford, Easton, NEA Danbury, New Fairfield, Sherman

Unit F:

Amity, Bethany, Branford, Derby, East Haven, Milford, Orange, Oxford, Seymour, Woodbridge

Unit H:

ACES, Cheshire, Hamden, North Haven, Wallingford, Wolcott

Unit J:

Berlin, Farmington, Newington, Plainville, Plymouth, Southington, Thomaston, Wethersfield

Unit K:

Cromwell, East Hartford, Glastonbury, Manchester, Rocky Hill

Unit L:

Bloomfield, CREC, East Windsor, Enfield, South Windsor, Suffield, Windsor

Unit M:

Avon, Canton, East Granby, Granby, Simsbury, West Hartford, Windsor Locks

Unit P:

East Lyme, Groton, Ledyard, Montville, New London, North Stonington, Preston, Project LEARN, Stonington, Voluntown, Waterford

Unit Q:

Clinton, East Haddam, East Hampton, Guilford, Haddam-Killingworth, Madison, Old Saybrook, Regional 4, Regional 13, Regional 18, Portland, Westbrook

Category 2 At-Large: One position (Term interim position open this year)

Nominees for the Category 2 At-Large position must be Active members (Membership Type AC-1) in supervisor/administrator positions or NEA Life members (Membership Type AC-7) who are no longer teaching—but only if they are not also NEA-Retired members. (NEA Life membership is a special category terminated in 1973.) Members with Active Life Memberships who are not retired from teaching are eligible for Category 2. NEA-Retired Members for Life (Membership Type RT-7) or annual Retired members (Membership Type RT-8) ARE NOT ELIGIBLE FOR CATEGORY 2

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For complete information on joining, please contact Cheryl Hampson at cherylh@cea.org,
800-842-4316 or 860-525-5641 ext. 6335.

Committee Opportunities

Standing Committees of CEA-Retired are appointed by the CEA-Retired President with the advice of the Advisory Council after the CEA-Retired Annual Meeting in May. This typically takes place in June with additional appointments made in September. Terms will be for one year commencing on August 1.

If you are interested in serving on one of the committees, please indicate your willingness below. Please remember that committees have a limited membership and not all of the requests can be filled. By giving a first and second choice, CEA-Retired members will have a better chance of being chosen. If you filled out a form and returned it at the Annual Meeting, please do not fill out another form.

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The Henry Barnard Fund helps retired teachers who are experiencing financial difficulty — especially teachers who retired before the Enhancement Act was passed.

 For inquiries or donations, visit http://henrybarnardfund.org/index.html

Contact CEA Retirement Specialist Robyn Kaplan-Cho at 860-525-5641, 1-800-842-4319, or Robynk@cea.org.

Bargaining Special Education Language: Where Students’ Rights and Teachers’ Rights Intersect

Your contract can serve as an important vehicle for protecting your rights and advancing your concerns as a teacher working with special education students. In this workshop, teachers will learn how to integrate special education issues into the collective bargaining process. Participants will study the pros and cons of negotiating contract provisions related to performing health procedures, teacher notification and scheduling of PPT meetings, professional development opportunities, class-size limitations, local dispute resolution procedures for special-education-related problems, placement decisions, and many more related topics. Model contract language will be provided. This workshop is ideal for negotiating committees and teachers with a particular interest in this area of the law.

 

Length 2+ Hours

Presenter: Robyn Kaplan-Cho, CEA