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WPCNR SCHOOL DAYS. By John F. Bailey. January 28, 2003: Dr. Linda Ochser, Assistant Superintendent for Human Resources reported on the teacher selection in the City School District Monday evening at the biweekly Board of Education meeting. She delivered another in a Timothy Connors-inspired Board of Education-requested report on this vital process in District operations. What emerged was a detailed look at the rigorous hiring process White Plains puts teacher applicants through.

AN INSIDER LOOK AT HOW WHITE PLAINS HIRES TEACHERS: Dr. Linda Ochser begins her presentation Monday evening. The presentation made it clear the White Plains process picks many of “the best and the brightest:” In the 2002 “graduating class” of 50 hires into the District in 1999, 41 of 50 were granted tenure. In 2002-03, 28% ( 24) of the 82 new probationary hires are from minorities, compared to the national rate of 15.6%. Ochser said finding minority teachers is a growing problem for schools statewide because the most promising minority graduates are selecting fields other than teaching.
Photo by WPCNR News
Ochser reports that the District is beginning to advertise for new positions for 2003-2004, with an eye to interviewing candidates before the school year is over because of the thoroughness White Plains applies in selecting teachers.
In 2002-03, she reported the district received over 9,000 resumes, screening 6,000. From those initial screenings of paperwork, 150 applicants were chosen and reviewed by District Committees consisting of administrators, school supervisors, and teachers. The final 150, making the cut were then interviewed by the District committees which conducted 300 interviews with those 150 applicants, to decide on the 82 certified teachers hired for the 02-03 school year. An additional total of 14 part-time hires were selected from this group of 150.
She is Proud of the Affirmative Action Record.
Ochser said of the 24 minority applicants, 12 were Latino, 8 were African-American, and 4 of Indian descent. She said the district ability to find qualified minorities who want to teach in the White Plains schools, because the trend is for qualified minorities to select other fields than teaching as a profession. She said that of the 82 certified probationary teachers starting in September, 28% (24) were minorities, compared to the national record of 15.6%.
At the close of the meeting in response to a question by Michelle Tratoros of the Board, expressing concern that minority applicants recommended by minority leaders in the community were reportedly not considered, Ochser said that all applicants are acknowledged with a postcard. She said their application is reviewed, and they simply may not be qualified. Ochser said the district sends out recruiting information to high achieving black colleges, to metropolitan colleges in Boston, New York, Philadelphia, academic workshops, and other venues to attract qualified African-American minorities.
Earlier, Ochser commented that in a meeting with Richard Mills, New York State Department of Education Chancellor last week, the problem of finding qualified minority teaching candidates was a major statewide phenomena.
Shallow Talent Pool in Special Fields.
More disturbing to the School District in its search for the teachers of tomorrow, Ochser indicated, was that, “The quantity and quality (of applicants) is not as good. We are very lucky that we attract and retain quality applicants. But there is a diminishing pool of candidates specializing in mathematics, science, foreign languages and special education. This is why we advertise early and process efficiently.
You have to show your stuff.
Only the strong survive a White Plains screening, according to Ochser, because of the rigorous hiring screening, which, as a prerequisite, requires “Demonstration Lessons” observed by the District.
“This Demonstration Lesson is exceedingly vital in our process,” Ochser told the Board of Education. “We’ll not hire anybody without one. We also require a writing sample for finalists on the spot, to see how they (the applicants) write without the aid of a spell-checker.”
Ochser added that the district seeks references on their own, in addition to those supplied by the applicants. Fingerprinting, of course, and a thorough background check is conducted. Reference checks are thorough, and are done before the close of the present school year. All references need to be “outstanding,” according to Ochser, otherwise the applicant does not make the cut.
“Rigorous hiring yields outstanding staff,” Ochser stated.
The Tenure Gauntlet
“If they get past this process,” Ochser continued, “We need to observe and evaluate them,” and proceeded to explain how both tenured teachers and probationary teachers are evaluated.
Tenured teachers, she said, were evaluated once each year, and observed once. Probationary teachers are given 4 observations a year, consisting of 2 Annual Professional Reviews and 2 in-class evaluations. These reviews are prepared in narrative form with observers recording written commentary on 9 disciplines. It is not a checklist format, Dr. Ochser observed.

THE PROFESSIONAL REVIEW FORM for probationary teachers and tenured teachers consists of 9 categories, 7 such disciplines and definitions of competency are mandated by the New York State Department of Education. White Plains added two, one on Technology Abilities. Teachers are graded either, “Superior,” “Satisfactory,” or “Unsatisfactory,” with written “back-up”.
Photo by WPCNR News
Asked if efforts to improve teachers are made, Hugh McKiernan, Principal of Mamaroneck Avenue School, Head of the Administrators Union, said evaluations are extensively interfaced with Ed House. Efforts to enhance individual teachers’ skills are made through workshops, face-to-face mentoring, and candid discussion to bring the teacher up to standards. A Teacher Improvement Plan is developed with the teacher. Then Progress on improving areas of weakness is monitored, he said.
Teresa Niss, soon-to-be Interim Assistant Principal of Post Road School, concurred that “paper is flying everywhere.” Ocsher said that probationary teachers who do not get virtually all “Outstandings” by the end of the three yearts, are, usually not selected for tenure.
Board Member, William Pollak asked how often teachers were surprised that they did not receive tenure. Dr. Ocsher responded, noting the evaluation process and efforts to help teachers reach district standards through workshops and coaching, “They should not be surprised!”
She noted that of the 50 teachers hired in 1999, (“The 2002 Tenure Graduating Class”) 9 were not granted tenure. Of those 9, she recalled, 6 left before they were eligible for tenure, of their own initiative, and 3 were denied tenure.
Mr. McKiernan observed, “You have to be at least satisfactory in everything at 2-1/2 years. Some leave after counseling and voluntarily leave the system. They are not surprised.”
Ocsher said, “We never feel we are locked into a decision (on granting tenure).”
Parent Input Not Allowed in Contract.
Donna McLaughlin asked if parent input was considered, and Dorothy Schere added that “parents would like input with (the teacher’s) relationship with parents.”
At this point, Superintendent Connors explained that the teachers’ union, and the collective bargaining agreement with them “has a lot to do with what we can and cannot consider. I do not know of any contract in the state that gives parents that input, unless it was negotiated.”
Connors wryly noted that parents are free to tell administrators their feelings about teachers, and that they do.
Improving Tenured Teachers a Future Subject.
The discussion turned to District efforts at evaluating tenured teachers, when Ms. McLaughlin asked how the district handles teachers who are tenured who have lost their edge, asking “Is it possible they can be observed more than once?”
McKiernan said tenured teachers are observed and professionally evaluated, beginning in January. He said we must see “a preponderance of outstandings” on the Professional Review sheet, and if not, they are offered district-sponsored training and coaching to turn “satisfactories” into “outstandings.”
Ochser said all teachers attend mandatory workshops, and “are held accountable for being at them and informally modeling them.”
Asked by Ms. McLaughlin if the tenured staff takes advantage of the numerous professional improvement programs sponsored by the district, McKiernan said, 2/3 of the district’s teachers are currently taking advantage of the District’s Professional Growth Plan.

CONNORS CALLS FOR CONTINUING THE DIALOGUE: Mr. Connors said that the issue of tenured staff programs was of interest to the board, he wanted to bring Dr. Ochser back another day to present a similar report on how staff improvement programs operate.
Photo by WPCNR News
Unfortunately, Dr. Ochser’s report will not be televised on the White Plains Public Access Channel 77, the White Plains Public Schools Channel, because only the regular Board of Education meeting is televised, though a presentation of two science students which took place before Dr. Ochser’s presentation, was video-taped for future viewing.




