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APRIL 2005

How to provide ‘Fiscal Equity’ for School Leaders with ‘Fiscal Equity’

By CSA President Jill Levy

Last month, I wrote about what was missing from all the proposals on how to spend Campaign for Fiscal Equity funding, the necessity for increasing the support and resources for school leaders.

Here now is a brief overview of how that money can be best used to achieve that goal:

Increase Supervisory Requirement

Applicants for a principal’s position were once required to have at least five years supervisory experience. We should reinstate that standard. I see too many potentially good school leaders fail as Principals because of their inexperience. CSA is then chastised for representing them. I didn’t promote them. The Board of Education did. I simply invoke their contract. But it is unfair and downright ludicrous to expect a man or woman with minimal teaching experience and one or two years experience as an Assistant Principal to run a troubled school.

An Assistant Principal for Every School

Hundreds of schools in New York City operate without an Assistant Principal. The entire administration of these schools falls solely on the principals. Each time a grade or program is added to a school, and each time we reduce the size of classes, we increase the number of school personnel who require supervision and support. In other words, the Principal’s responsibilities increase. We must see to it that Principals have their own qualified and certified supervisors to assist in fulfilling their duties.

Assistant Principals have diverse responsibilities. Their role includes providing instructional support for teachers, scheduling classes, school discipline and coordinating student transportation. APs also handle attendance, social and recreational programs, and health issues. In addition, they counsel students on educational, vocational or personal matters.

Last, but certainly not least, Assistant Principals and Supervisors with expertise in specific areas of instruction are critical to the implementation of curriculum, professional development for teachers, and parent and student interactions. Schools with more than 750 students need more than one AP. I am suggesting a ratio of one instructional supervisor for every 17 teachers in our middle and secondary schools. When you consider the 1:10 supervisory ratio structure the DOE and other city agencies use, this does not seem unreasonable.

A School Operations Officer in Every Building

Schools need a manager skilled in handling budgets and supplies, scheduling and programming. That person, under the supervision of the principal and part of the cabinet, should directly supervise non-pedagogical personnel at the school level.

Customized Supervisory Expertise

Schools have different needs based on their individual populations. A cookie-cutter approach must be avoided.

For example, elementary schools should have supervisors with expertise in early childhood development. Schools with many non-English speakers need a supervisor with language expertise. Schools with a demonstrated need for additional guidance, clinical and special education components should have the appropriate supervision so they can develop and maintain teacher and clinician competency.

We have an extraordinary opportunity before us if we actually receive this infusion of CFE funding. If there ever were a time for strategic planning, this is it. We must articulate our vision in language devoid of rhetorical and catchy phrases. It is time to build a future and avoid short-term, politically-motivated goals. #

Jill Levy is the President of the Council for Supervisors and Administrators.

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