With the resounding passage of Proposition 58, one of the challenges to expanding bilingual classes is the shortage of bilingual teachers.
The CFT has joined together with the group Californians Together to survey teachers throughout California regarding the shortage of bilingual teacher. The results of this survey will lead a policy agenda to address the existing shortage of bilingual teachers in the state. The individual survey responses will remain confidential and will only be used to guide state policy and advocacy efforts.
The deadline to complete the survey is March 31.
> For more information, download this joint letter from the CFT and Californians Together.
The California Federation of Teachers is proud to be a co-sponsor of the upcoming California Community Schools Institute to be held on February 26th and 27th in Los Angeles. Community Schools provide wraparound services for students, build parental involvement and increase broad-based community support for schools. The Community Schools model is an evidence-based approach to significantly increasing student achievement by focusing on the whole child. We invite you to consider participating in the Institute if you are interested in learning about how you can create a community school in your school district.
· Day 1 of the Institute will provide participants with the strategies necessary to create a community school.
· Day 2 features site visits to local community schools and provides participants with a first-hand view of how these schools operate and the benefits they provide to students, their families and their communities.
Click here for a flyer that provides more details about the California Community Schools Institute and information on how you can register.
January 2, 2015—Today CFT sent a letter to the US Department of Education detailing its reasons for opposing new proposed regulations that would set up a misguided grade and punish system for overseeing teacher training institutions. As the letter states, "These regulations should be greatly altered because, as currently proposed, they will undermine teacher preparation and educational accountability, erode high-quality teaching and learning and ultimately create greater disparity in our schools, particularly in poorer communities and communities of color." Read the entire letter.
Petaluma teachers Denise Toll and Karen Rocco leaflet parents before school on August 22. Members of the Petaluma Federation of Teachers talked with parents across the district, asking for support for a contract that can enable quality education.
August 22, 2014—Today teachers across the Petaluma City Schools District leafleted parents before and after school, asking them to contact the school board in support of a decent contract settlement that can properly support a quality education. Petaluma teachers have not had a cost of living adjustment in seven years.
Lawsuit does not improve student learning and hurts students, demonizes teachers
LOS ANGELES — One day after nearly 1,000 educators denounced the Vergara v. the State of California lawsuit, opening arguments begin today in Los Angeles County Superior Court. This meritless lawsuit, which seeks to eradicate teachers’ professional rights, highlights the wrong problems, proposes the wrong solutions, and follows the wrong process while doing nothing to improve student learning. This is yet another attempt by the usual corporate special interests to undermine the teaching profession and push their agenda on California public schools and students.
Next week, the Santa Clara County Board of Education will hear testimony on whether to increase the number of charter schools in the Morgan Hill Unified School District, just south of San Jose, based on a proposal from two charter corporations. The District Board has already turned down the idea, and the corporations appealed to the County Board.
According to MHFT vice-president Gemma Abels in a blog post, “As a business, charter schools must find some way to assess their profits and losses. They do that with test scores; proficient students increase their API and non-proficient students decrease it. For professional educators, test scores are a measure of knowledge and skills on a specific day, they do not indicate intelligence, hard work, talent, and most especially they do not show the amount of truth, understanding and learning that occurred in a year.”