History

It’s an opportunity for teachers to take the lead in the decision-making and implementation of CTLE based on their needs.

In the 1970’s Al Shanker visited England to learn more about the concept and operation of Teacher Centers. The AFT and NEA successfully promoted this idea, and subsequently the Federal Government developed a competitive grant program for school districts, colleges, and universities to develop Teacher Centers. The federal regulations developed during that time established control of the planning and management of the programs with practicing classroom teachers. 

In 1982, the Federal government eliminated funding to Teacher Centers and for several years there were no State or Federal grants available to districts. Some districts provided some funds to Teacher Centers to keep them operating, albeit on a significantly reduced basis. In 1984, lobbying efforts were successful in getting a state law passed for the establishment and funding of Teacher Resource and Computer Training Centers (Section 316 of Education Law). Twice since their inception, the NYS legislature has not approved funding for Teacher Centers. At both times, many Centers dissolved or paused their operations.

A Teacher Center provides a structure for teachers to take charge of their own professional growth, a crucial element in the professionalization of teaching. It also affords teachers an opportunity of sharing the great wealth of expertise which they possess with one another. It provides a successful venue for disparate voices within the education community to join together in determining how bests to provide professional development and support services.

A Policy Board that is headed by chairperson elected by that board operates a Teacher Center.  According to the law, (Paragraph 7, Section 316) the Policy Board has the following powers and duties:

“…policy formulation, the employment of staff or consultants, budget control and expenditure of funds to accomplish the purpose of this section, commendations for subcontracting to secure technical and other kinds of assistance, and other appropriate managerial or supervisory activities not otherwise prohibited by state or local law regulation of the commissioner.”

The Local Education Agency (school district) is the legal recipient of the funds.  However, as stated in the law, the Policy Board determines how those funds are expended.

The Policy Board must, by law (Paragraph 6, Section 316), be made up of a majority of elementary and secondary teachers representative of teachers served by the Teacher Center. The teacher members are designated by the collective bargaining agent(s) of the teachers served by the Center. Other members on the board are designees of the Board of Education of the district, representative(s) of an institution of higher education, a parent whose child(ren) attend school in one of the districts served by the Teacher Center, a representative from the business community, and any other representatives from constituencies designated by the individual Center’s by-laws.

Most Centers hire a Director, full or part time, to implement the policies of the Teacher Center Policy Board and to operate the Center on a day-by-day basis. That individual is responsible to the Policy Board for the conduct of their duties.

Much of the funding comes from the state in the form of a non-competitive grant, but it is not the intent for state monies to fully fund a given Teacher Center. Many in-kind services from the district contribute to the program’s success and stability. The district may provide money, space, phone, custodial and/or secretarial support, and administrative assistance. In some Centers, teachers are sometimes charged nominal fees for the various in-services and workshops. Donations of money, equipment, or consultants can come from the business community, the PTA, etc. Grants from private foundations or corporations are also a possibility. 

The Policy Board determines programs and services that would be a value to the teachers and others it serves. Possible professional development ideas are analyzed and prioritized by the Policy Board. A plan is then developed, and the Center Director arranges for workshops, seminars, consultants, research studies, acquisition of equipment and supplies, materials, etc. designed to implement the plan. 

The collective bargaining agent is responsible for designating the teachers to serve on the Policy Board of the Center (Section 316), Paragraph 6) whose responsibility it will be to represent the needs of all teachers. Teachers so designated make up the majority of the members on the board.

It is important that the local union president for the teacher members of the Policy Board establish a system of accountability so that the policies, plans, and activities of the Teacher Center are communicated to the local union leadership. In this way, CTLE may also be addressed where appropriate through the collective bargaining process.

 The Local Education Agency (LEA) is the applicant and recipient of the Teacher Center grant - they receive the money. Both the president(s) of the bargaining agent(s) and the Superintendent(s) must sign off on the application. By their signatures, these parties acknowledge and approve the application document, which must include the constitution and bylaws for the governance of the Center. The signature of the superintendent also serves to attest to the support and approval of the respective Board(s) of Education.