tough spot

In a twist, UFT gets attacked over its charter school co-location

J.H.S. 272 social studies teacher Michael Maiglow testifies at a co-location hearing for the UFT Charter School.
J.H.S. 272 social studies teacher Michael Maiglow testifies at a co-location hearing for the UFT Charter School on Wednesday evening.

The strength of the United Federation of Teachers’ opposition to contested co-locations is being tested.

The union has been so hostile to the city’s controversial space-sharing arrangements within school buildings — particularly those involving charter schools — that it sued the Department of Education to put a stop to them. And union organizers have regularly rallied around unpopular co-locations as a potent weapon to discredit Mayor Bloomberg’s education policies.

But in a twist of fate, the union’s own embattled UFT Charter middle school is now set to move into public space where it’s not welcome. Students, teachers and the administration at J.H.S. 292, a 750-student district middle school with a gifted and talented program and robust performing arts offerings, are vehemently against the plan and organizing to reverse it.

According to the city’s planning documents, J.H.S. 292 is using twice as much space as it needs and would give up 21 of its 50 full-size classrooms to the incoming charter school. The UFT Charter School’s elementary grades already operate in the building.

All together, the UFT Charter School would have 40 classrooms next year, 11 more than J.H.S. 292, even though the two schools would have around the same number of students, according to Gloria Williams Nandan, J.H.S. 292’s principal.

At a public hearing about the space-sharing plan Wednesday evening, Williams Nandan said the disparity struck her as not just unfair, but a little ironic as well.

“Come September, our teachers will lose their classrooms and there begins their dilemma, for when our teachers are kicked out of their classrooms, to whom will they turn?” she testified. “Their union? Oops, sorry, it’s their school that would have taken over their classrooms.”

Supporters for J.H.S. 292 packed the school’s auditorium for the hearing. Eighty people, most of whom opposed to the plan, signed up to speak. In between, there were performances from a marching band, African drummers, karate students, and pairs of dancers doing the waltz.

Students have even written business letters to Chancellor Dennis Walcott aligned to Common Core literacy standards.

“The assignment was to express our opinions about the recent proposal,” said Isabel Lewis, an eighth-grader, explaining her work. She wrote that she opposed the plan because she was concerned about overcrowding and student safety. “Due to the fact that we had already learned persuasive writing recently, they wanted us to use the techniques they taught us.”

Allowing charter schools to share space with district schools at no cost has been a signature education policy of the Bloomberg administration. The policy has allowed the city’s charter sector to expand quickly in a city with a tight — and pricey — real estate market. It also let the Department of Education fill space vacated as the Bloomberg administration phased out more than 150 low-performing schools, in a school closure push that the UFT has resolutely opposed.

Usually, the union would get behind a school with so much community support in pushing back against a co-location plan.

“Our objections have been to co-locations where there isn’t enough room and/or community opposition,” UFT spokesman Dick Riley emailed GothamSchools in response to a question about UFT Charter School’s proposed co-location plans.

But in this case, it was the UFT that asked for the city make the move. As part of a plan to improve the academic performance of its middle grades, the union sought to move the school under the same roof as its elementary school, which has been coexisted peacefully with J.H.S. 292 since 2005. In fact, the move was an important condition on which state education officials renewed the struggling charter school’s right to operate this week.

“It’s like you have this house where you use up every square inch of space and then you have to give up half that space to a school that really doesn’t deserve it,” said Jennifer Barrett, who coordinates J.H.S. 292’s performing arts programs, which she believes could be most affected.

Barrett was among several people at the hearing who questioned whether the UFT Charter middle school should even be allowed to stay open because its students have struggled academically for years.

Supporters of the co-location plan said that since city had already pegged J.H.S. 292’s building as underused, it would just fill the space with students from another school if the UFT Charter’s middle grades did not move in. It would be better, they said, to build on an existing relationship.

“All of the same things they’re concerned about, we’re concerned about,” said Craig Taylor, a music teacher in the UFT’s charter elementary school. “We just hope that we can make this work.”

Above, watch a video of Michael Maiglow’s testimony at Wednesday’s public hearing. Maiglow, a social studies teacher at J.H.S. 292, was among 80 speakers who signed up to testify at the heated hearing about the city’s plans to place a union-run charter school in a district school building.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”