**Archived Information**

# Mission Statement

Teacher unions must provide leadership for the collective voice of their
members. Teacher unions have a responsibility to students, their
families, and to the broader. society. Teacher unions are committed to
public education as a vital element of our democracy. What unites these
responsibilities is 0ur commitment to help all children learn.

We affirm the unions\' responsibility to collaborate with other
stakeholders in public education and to seek consistently higher levels
of student achievement by:

-   Improving continuously the quality of teaching

-   Promoting in public education and in the union democratic dynamics,
    fairness, and due process for all

-   Seeking to expand the scope of collective bargaining to include
    instructional -and professional issues

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-   Improving on an ongoing basis the terms and conditions under which
    both adults and children work and learn

![](media/image1.png){width="5.995138888888889in" height="1.09375in"}

## **[Members and Associates]{.underline}**

Albuquerque Teachers Federation, AFT Poway Federation of Teachers, AFT

Bellevue Education Association, NEA Rochester -Teachers Association, AFT

#### Boston Teachers Union, AFT San Diego Teachers, Association NEA 

Cincinnati Federation of Teachers, AFT San Juan Teachers Association NEA

Columbus Education Association, NEA Seattle Education Association, NEA

Denver Classroom Teachers Association, Syracuse Teachers Association,
AFT

NEA

Hammond Teachers Federation, AFT Toledo Federation of Teachers, AFT

Memphis Education Association, NEA United Educators of San Francisco,
AFT/NEA

Minneapolis Federation of Teachers, United Federation of Teachers, AFT

AFT

Montgomery County Education United Teachers of Dade, AFT

##### Association, NEA

Pinellas Classroom Teachers Association, United Teachers of Los Angeles,

NEA NEA/AFT

Pittsburgh Federation of Teachers, AFT Westerly Teachers Association,
NEA

###### 

###### Teacher Pay Programs

### Examples of Plans

National Board Certification

> \- New York City has a typical plan, rewarding National Board
> Certification with qualification for the second differential, Schedule
> C6, paying teachers the equivalent of a doctorate or MA plus 30 hours
> or sufficient professional
>
> development courses.

-   Los Angeles provides a 15% premium, for teachers with NBPTS
    certification who agree to work additional time, generally helping
    other teachers.

-   Minneapolis and Cincinnati provide a premium for NBPTS certification
    (valid for ten year), permanently adding pay to the base salary so
    long as the teacher

> retains the certification. Minneapolis moves teachers one lane or
> \$1,500, and have created a lane for NBPTS certified teachers beyond
> the Ph.D. lane for those at the maximum.

-   Douglas County, Colorado has developed a mirror of the NBPTS and
    will allow teachers seeking the Outstanding Teacher award to use
    that standard.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**Rochester
City School District\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

![](media/image2.png){width="2.6in" height="1.15in"}

### ROCHESTER CITY SCHOOL DISTRICT PROFILE 

> **Enrollment**
>
> K-12 38,261
>
> Preschool 1,156
>
> Adult 17,673

##### Staff 

> Full-time 5,757
>
> Part-time 525
>
> **Schools and Programs:**

#### 10 Preschool Programs 

> 39 Elementary Schools
>
> 7 Middle Schools
>
> 8 High Schools\*
>
> 1 Tutoring Center

######### 1 Program for Young Mothers 

> 1 Alternative Program for Chronically Disruptive Students
>
> 3 Family/Adult Learning Centers
>
> \**Includes School of the Arts grades 6-12*
>
> **Magnet Offerings:**
>
> 20 Elementary School
>
> 6 Middle School
>
> 6 High School
>
> **Ethnic Breakdown of Students:**
>
> 62%African American
>
> 18%White
>
> 18% Hispanic
>
> 2% Asian/Pacific Islander, Native American, East Indian
>
> **Transportation Provided To:**
>
> 19,000 District Students
>
> 3,300 Private/Parochial Students
>
> 600 Urban-Suburban Students
>
> **School Food Services Provided To:**
>
> 25,200 Students Daily

**THE**

**CONTRACTUAL AGREEMENT**

**BETWEEN**

**THE CITY SCHOOL DISTRICT**

**OF**

**ROCHESTER, NEW YORK**

**AND**

**THE**

**ROCHESTER TEACHERS ASSOCIATION**

**(NYSUT/AFT -- AFL/CIO)**

**JULY 1, 1996 - JUNE 30, 2000**

**ROCHESTER CITY SCHOOL DISTRICT**

## **SECTION 58**

## **GROUP ACCOUNTABILITY**

\[Excerpt from actual slide\]

Our system of accountability is shared accountability where expectations
and standards are clearly defined: assessments are credible, measure
true progress and provide information to improve practice; triggers of
support, assistance and intervention are defined; and incentives to imp
rove practice exist for individual educators (teachers, administrators,
support staff), groups of educators (schools, schools-within-schools,
primary unit, intermediate unit, houses. etc.) and others (parents,
community, human service agencies, governmental institutions and
businesses).

Further, the Rochester City School District and RTA recognize that
schools or groups of educators within schools (schools-within-schools,
primary unit or intermediate unit) are the essential unit of
accountability and that student achievement is the essential indicator
of progress.

The RTA and RCSD therefore commit to establishing a group or school
accountability plan that is based upon four key principles:

1\. Student outcomes are the primary indicator of progress. Student
growth and meeting learning standards will serve as the fundamental
measure of school or school unit accountability.

2.  Annual assessment of progress, including public reporting by each
    school or

school unit, will occur.

3\. Evidence of how school results have informed and led to changes in
the school\'s improvement plan must be reported annually.

4\. Incentives, including resources (a one million dollar Classroom
Resource Fund) to support effective practice and promising directions
will be tied to school or school unit progress.

**Rochester City School District**

**School Application for Classroom Resource Fund 1998-99**

#### School: John Marshall High School Date: November 19, 1999 

![](media/image3.png){width="2.5in" height="1.0in"}

![](media/image4.png){width="4.626388888888889in"
height="1.4in"}\[Excerpt from actual slide\]

**Part I:**

Submit a copy of your 1998-99 Annual School Progress Report with this
application.

**Part II:**

Write here the number of points you received on the enclosed School
Accountability Worksheet:

If you received 40 points or more, you qualify to continue and should
complete Parts III and IV. If you received fewer than 40 points, it is
impossible to earn the number of total points necessary to qualify for
an award this year.

On the School Accountability Worksheet, points are awarded in the
following areas:

• [Elementary Schools]{.underline}

Reading: Grade 2 DRP, Grade 3 PEP, Grade 5 DPP and Grade 6 PEP

Writing: Grade 5 PEP

Math: Grade 3 PEP, Grade 5 CAT, Grade 6 PEP

Science: Grade 4 PET

• [Middle Schools]{.underline}

Reading: Grade 6 PEP, Grade 8 PCT

Math: Grade 6 PEP

• [High Schools]{.underline}

All RCT requirements; final report card grades in core areas for all
grades; Regents and higher level courses; SAT/ACT participation,
attendance.

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