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NYSUT members: We pink we can

Molly Belmont — Wed, 04 Nov 2026 16:30:00 -0500

Year after year, NYSUT is a top donor to the American Cancer Society’s Making Strides Against Breast Cancer events. Altogether, NYSUT teams have raised $20 million to support groundbreaking cancer research, ensure greater access to quality care, influence public policy, and provide critical patient support.

This year, NYSUT’s 172 teams collectively raised nearly $300,000, and they did it through grassroots organizing and a level of ebullience that sometimes belies their relative size.

That is certainly the case when it comes to the York Teachers Association, an 86-member rural local outside Rochester, whose team, YTA U-Knighted in Pink, came out with gusto to support breast cancer survivors.

Julie Steel, a middle school math teacher and secretary for the York TA organized the U-Knighted team after attending a NYSUT conference last summer. There she heard from a Rochester group that shared glowing experiences of the walk.

"I wanted to bring that energy back to our school, so I stepped up as captain for our team,” Steel said. “We’re a small school, K–12 in one building, so I was surprised by how well it went, and how much support we got.”

The York TA was able to raise more than $1,390 for the cause, exceeding its goal.

“The event was a blast — packed with great music, high energy, fun freebies, and wonderful friends,” said Steel. The team was also joined at the walk by a one-year breast cancer survivor who recently joined the staff at the elementary school. “She doesn’t have any family around here, so her friends at York were there to support her and celebrate with her.”

Caption: Members of the Medina Teachers Association at Making Strides Against Breast Cancer Walk of Buffalo.

The Medina TA team, led this year by Kristen Armenia, has been participating in Making Strides for decades. During that time, the team has always reached or exceeded its goal.

This year members raised $1,904, almost double the amount they were shooting for. With just 149 in-service members, fundraising is usually all hands-on-deck, and this year was no different. On top of direct online donations, the Medina team sets up cash jars in the district’s three main offices, and the transportation department held its own raffle that netted another $480 for the cause.

“The real key to our success is our personal dedication to this cause. We are a committed group that always pulls together when things matter. I work in a special place with special people,” said Armenia.

“I'm incredibly proud of our MTA and Kristen Armenia for leading our group in exceeding our goal,” said Joseph Byrne, president of the Medina TA. “Knowing that our efforts are making a difference in the lives of countless individuals fighting for a cure is truly inspiring.”

The Naples TA, which is located about an hour outside Rochester, raised $1,240 this year. The tiny local has just 82 in-service members, many of whom have first-hand experience with cancer.

“We have had colleagues, family members, and friends directly impacted by breast cancer and other types of cancer, so when ‘Making Strides’ was presented to us, we jumped on board wanting to support all of the people we care about most,” said Jaime Weller, an English teacher and coordinator for the Naples TA’s Making Strides team. “Having personal connections to those affected by cancer has made this cause so important to us.”

Weller herself discovered that she had breast cancer at her very first mammogram. Today, she is three years into remission. “I feel the need to share the story of my diagnosis to emphasize the importance of scheduling all yearly screenings,” said Weller. “I like to share that I am the ‘poster child’ of why annual mammograms are so important.”

Contrary to expectation, the Making Strides event in Rochester is really a celebration, Weller said. “It helps us to focus on how supportive a community can be. Seeing survivors, caretakers, and those honoring the memories of those lost to this brutal disease, coming together is so moving.”

NYSUT poster celebrates Native American Heritage Month,
Nov. 1–30

Wed, 04 Nov 2026 11:59:00 -0500

NYSUT celebrates Native American Heritage Month with a poster honoring Russell and Tatanka Means.

Born on the Pine Ridge Indian Reservation in South Dakota, Russell Means (1939–2012) began his journey in activism in 1964. Means, of Oglala Lakota descent, founded the Cleveland American Indian Center in an effort to help Indigenous people adapt to city life after relocation. While Means was not a founder of the grassroots American Indian Movement, he would become one of its most famous leaders. During the 1970s, he helped organize and lead several high-profile AIM protests including the Thanksgiving Day takeover of a replica of the Mayflower, a prayer vigil atop Mount Rushmore, and the 71-day occupation of the town of Wounded Knee. Means was also one of the first activists to speak out against the use of Native American-themed mascots in sports. An author, musician and actor, Means had 10 children, including well-known actor Tatanka Means.

Tatanka Means has made a name for himself as an actor, stand-up comedian, entrepreneur and motivational speaker. He has appeared in more than 15 films, including the critically acclaimed “Killers of the Flower Moon,” and has a more than 20-year career in television. His activism can be seen in the complex way he portrays Native characters, but also in his comedy and dedication to being a positive role model and sober living advocate.

The NYSUT poster is available for download at nysut.org/publications. Limited print copies are available.

NYSUT members deliver major election victories across New York

Wed, 04 Nov 2026 09:48:00 -0500

New York State United Teachers members played a significant role in election victories across New York on Tuesday, the result of more than 11,000 volunteer shifts and more than half a million voter contacts in support of candidates committed to public education, working families and stronger communities.

From Long Island to Buffalo, New York City to the North Country, NYSUT members knocked on doors, made phone calls, sent texts and engaged voters in races at every level of government.

Among the most significant wins was the election of Cait Conley to Congress in New York’s 17th Congressional District, where NYSUT was the first union to endorse her campaign in April.

“Voters across New York and across the country sent a message yesterday, and it was loud and clear,” said NYSUT President Melinda Person. “People want change. They want an economy that works for working families, strong public schools and leaders who understand the challenges everyday people face. And NYSUT members didn’t just vote for change. We helped make it happen.”

A major grassroots victory in the Hudson Valley

NYSUT made Conley’s campaign a statewide organizing priority. Members made more than 150,000 phone calls, organized seven labor walks in partnership with the Westchester-Putnam Central Labor Body and Hudson Valley Area Labor Federation, and brought more than 300 volunteers together in October for a Labor Day of Action. Dozens of NYSUT locals also participated in a relational organizing program designed to connect directly with union members.

“Cait Conley is exactly the kind of person we need in Congress — someone with integrity, a deep commitment to public education and genuine respect for working people,” Person said. “Our members recognized that from the beginning. They believed in her, they worked their hearts out for her, and now they’re helping send her to Washington. This is what people power looks like.”

Victories across the state

NYSUT-endorsed candidates secured important victories in state legislative races, including:

State Senate: Larry He won in Senate District 17, while Lisa Kaul secured victory in Senate District 39. Both campaigns benefited from coordinated grassroots efforts by NYSUT members and labor partners.

State Assembly: NYSUT-endorsed candidates Kim Keiserman, Joey Cohen-Saban, Chris McCreight and Ian Phillips declared victory in their respective races, with members making thousands of calls, knocking on thousands of doors, and devoting thousands of hours to voter outreach.

NYSUT members were also actively involved in several closely contested races where final results remain outstanding.

The power of organized labor

In addition to supporting endorsed candidates, NYSUT celebrates the election and re-election of NYSUT members to public office, reinforcing the growing presence of educators and other public service professionals in government.

Person emphasized that the election’s impact extends beyond individual victories.

“Behind every phone call, every door knock and every volunteer shift is a NYSUT member who believes that working people deserve a voice in their government,” she said. “These victories didn’t happen by accident. They happened because ordinary people did extraordinary things, together.”

Leadership conference equips more SRPs with skills to negotiate a living wage

Molly Belmont — Fri, 30 Oct 2026 15:13:00 -0400

School-Related Professionals from across the state gathered last weekend to learn how to reverse runaway inequality and win stronger, more equitable contracts at the bargaining table.

The annual School-Related Professionals Leadership Conference in Albany has become a professional development mainstay for busy SRPs who enjoy access to dozens of workshops on issues vital to their profession, including workplace violence, compassion fatigue, employee safety, and contract negotiation.

“This conference always has this high level of energy, enthusiasm and engagement, which is really remarkable because SRPs face some of the biggest challenges that exist in public education, and they’re often severely undercompensated,” said NYSUT Second Vice President Ron Gross. “But even amidst all those issues, they still bring energy and dedication to their professions.”

This year’s conference theme was “One Job Should Be Enough,” and in session after session, members shared what it’s like to earn wages that don’t cover today’s high cost of living.

“How do you focus on work when you're worried about how to keep the electricity on or how you're going to buy groceries? And how do we show up and be our best selves for students when we're exhausted from working two and three jobs, when we're burnt out, stressed out?” asked Melissa Sorensen, president of the Union Endicott School District Office Personnel Association and SRP Advisory Committee chair.

“As far as the current economy is concerned, it is hard for SRPs to keep their heads above water,” said Kim Orzell, Syracuse Teachers Association. “It would be nice to go home before dark and not put in 12 hours a day.” Orzell is president of Syracuse TA Unit 8, representing a range of titles including teaching assistants, aides, bus monitors, sentries, lifeguards, and behavior specialists.

“I have many paras working two and three jobs to make ends meet,” said United Federation of Teachers member Edgar Irizarry, Bronx borough coordinator for paraprofessionals. Recently, three of Irizarry’s members lost their Medicaid benefits, and he is scrambling to find temporary health insurance for them until the city’s health plan kicks in next year. “They just got to hope and pray they don’t get sick before then,” Irizarry said.

But members also shared stories of victories, along with tactical advice for how to shift the power dynamic and secure meaningful change in their own districts.

This year, Sorensen helped her local win a new four-year contract that brings members to an hourly wage of $21.75 by 2030. Sorensen leaned into the One Job Should Be Enough Toolkit, using data, member stories, and the Living Wage Calculator, a tool developed by MIT to estimate the wage that a worker would need to cover the basic needs of their family, to arrive at that target rate.

Sorensen said the board deliberated just two hours before accepting the majority of the local’s proposal. “They came back and they said, ‘We hear you, we agree with you, and we're gonna do what we can to get you there.’”

In the North Country, the Brushton-Moira Support Staff Association’s recently negotiated contract includes unparalleled percentage increases over the next four years. “They’re the best numbers I’ve ever seen,” said Cheryl Rockhill, president of the Brushton-Moira SSA. “Eight percent in the first year, and five in the last three.”

Unfortunately, Rockhill concedes, for some members in her unit making an hourly rate of just $16.85, even competitive increases don’t amount to much.

“Eight percent of nothing is still nothing. So, although it was a phenomenal contract, it just doesn’t go far enough,” said Rockhill.

It was a sentiment NYSUT President Melinda Person echoed in her address Saturday. “We talk about the ‘One Job Should Be Enough’ campaign, and I've seen the success of this effort already in just the first year,” said Person. “You are negotiating amazing contracts, amazing benefits, but it's not enough.”

Person said that the solution to the ongoing affordability crisis is changing the tax policy, so that the wealthy pay their fair share. “We need to tax the rich,” she said, adding that this is a natural extension of the One Job campaign because the country’s lowest wage workers pay a disproportionate share of their income in taxes. Under the current tax policies, a typical nurse in the U.S. pays 20-25 percent of her earnings in taxes, whereas the 400 richest billionaire families pay just 8.2 percent, Person said.

A slight increase in taxes for people and companies who make over $5 million annually would help schools and towns close their budget gaps and ensure that people have access to healthcare and other basic services, Person said.

“We need big investments in salaries for our hourly and lowest wage workers, and we’re not going to stop until we get it,” said Person.

NYSUT's affordability agenda is a great component to the One Job Should Be Enough Campaign, Gross said. “Because we're not foolish enough to think that in our current economy, we're going to just be able to redirect more money to these areas. We need to have a new revenue stream, and we know where that revenue stream should come from.”

This year, the SRP conference welcomed 214 participants from 56 locals, including more than 40 first-timers.

Conference workshops tackled practical topics including safe cleaning chemicals, active violence response, toileting regulations and spotting misinformation, and included numerous opportunities to earn Continuing Teacher and Leader Education hours. The agenda also included topics like “Confident Speaking for SRP Activists,” “Bargaining Better with a Budget Analysis,” and a two-part contract campaign primer to help local leaders launch effective campaigns around their contract proposals.

During lunch, the group honored NYSUT SRPs of the Year, UFT Chapter Leader of Teachers Assigned Naomi Rodriguez and Karen McLean, treasurer for the Herricks Teachers Association.

SRPs raised $3,500 for the American Cancer Society’s Making Strides Against Breast Cancer NYSUT team, and participants also donated nearly 300 books to the Hempstead Union Free School District.

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CUNY and SUNY Reconnect: A success story across the state

Catherine Rizos — Thu, 29 Oct 2026 14:43:00 -0400

Higher education in New York has never been more accessible, thanks to CUNY and SUNY Reconnect.

Launched in fall 2025, Reconnect offers New Yorkers ages 25–55 without a college degree the opportunity to earn an associate degree in high demand fields, with the cost of tuition, books, supplies, and fees covered by the state. Thanks in part to NYSUT advocacy, the programs are set to expand in January 2027 to include adults who already have a college degree.

Reconnect arrived at a good time for New York’s public higher education system, said Dante Morelli, president of the Faculty Association of Suffolk Community College.

“K-12 enrollment is down, and it has been for years. We’re competing for a smaller pool of students who are going to college,” said Morelli. Being able to offer tuition- and fee-free degrees for in-demand careers that are close to “AI proof” has helped SUNY and CUNY community colleges grow in an otherwise challenging environment for higher education.

As colleges and universities across the country face long, slow declines in enrollment, SUNY and CUNY are bringing thousands of new students to campuses and communities around New York.

Andy Sako, president of Faculty Federation of Erie Community College, said SUNY Reconnect is vital in training the workforce for a shifting economy. “It’s an excellent opportunity for people to go out and be retrained, and for people who need to retool because the economy changes.”

In just two years, nearly 2,500 students at Suffolk CC have taken advantage of the program. The school’s healthcare studies program — which is one of dozens of Reconnect-eligible programs, and whose graduates move on to further study and careers in nursing, occupational therapy, and public health, among others — is now the most popular major across Suffolk’s three campuses, said Morelli.

Close to 20,000 CUNY students are enrolled in Reconnect-eligible degree programs across 26 campuses. “That helps stabilize the schedules and program offerings of those campuses, and the administration can see that students are coming back,” after pandemic-era enrollment declines, said James Davis, president of CUNY’s Professional Staff Congress. It brings new energy to higher education in New York and solidifies CUNY and SUNY as engines of opportunity.

Reconnect supports learning and skill enhancement in a wide range of subjects while building the workforce New York needs for the future, and it’s easy for people to understand why that matters. Technology has its value, but “we all want a nurse taking care of us if we’re sick,” said Morelli.

Suffolk’s faculty members have noted that the program has helped diversify their classrooms, especially in terms of age.

Sako has seen a similar dynamic at Erie. “The younger students seem to bond with the older students, especially in some of the trade areas because they’re working hands-on.” Younger students recognize that their older classmates, who have years or even decades of work experience, have useful information to share, whether it’s specific skills, or how to “act like a human being.”

Reconnect is helping New Yorkers who previously might have felt college was out of reach to graduate without overwhelming debt. It also breathes new life into campuses and the cities and towns where they’re located.

Older students, Morelli noted, are more likely to graduate and put their degrees to use locally, where they are already established. That’s beneficial to the local economy because they fill in-demand jobs and are then able to patronize local businesses.

The results from Reconnect are clear: public higher education is powering our communities. The system is strong, but it needs greater investment. For Sako, it’s simple math. “There’s just not enough faculty for the amount of people coming into the institution,” he said.

“Our public colleges are the training spaces for engineers, nurses, healthcare workers, tech workers, and the next generation,” said Davis. “We need to see investment in the workforce.”

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NYSUT statement on the passing of Dolores Huerta

Wed, 28 Oct 2026 14:55:00 -0400

New York State United Teachers released the following statement on the passing of labor and civil rights activist Dolores Huerta:

"Today, the labor movement lost a giant. Dolores Huerta spent her life fighting for people whose voices too often went unheard — farmworkers, women, immigrants and working families. She understood that real power doesn’t come from wealth or position. It comes from ordinary people standing together and refusing to accept injustice.

Before she became one of the most influential labor organizers in American history, Dolores was a teacher. She saw children coming to school hungry and without basic necessities, and she understood that fighting for those children meant fighting for their families, too.

She didn’t just help build a union. She helped build a movement. And as a woman leading in spaces where women were rarely welcomed, she broke barriers and opened doors for generations of leaders who followed.

Her courage extended beyond the picket lines. Even when speaking out meant challenging people and institutions she had helped build, Dolores never stopped standing up for what she believed was right. She reminded us that solidarity does not mean silence, and that true leadership sometimes requires the courage to speak uncomfortable truths.

Her rallying cry, Sí, se puede, was more than a slogan. It was a belief she lived every day — that together, we have the power to change what seems impossible.

On behalf of NYSUT’s 700,000 members, we extend our deepest condolences to her family and all those who loved her. We honor her not just by remembering what she accomplished, but by continuing the fights she dedicated her life to.

Sí, se puede. Always."

Another win for kids: AI chatbot protections signed into law

Wed, 28 Oct 2026 12:43:00 -0400

Our advocacy continues to put children’s safety and well-being ahead of tech company profits.

Gov. Kathy Hochul signed legislation Wednesday establishing new safeguards for AI companion chatbots — legislation we actively lobbied for as part of our broader effort to protect children in an increasingly digital world.

The new law addresses growing concerns about AI chatbots that can expose children to inappropriate content, encourage dangerous behaviors and foster unhealthy emotional attachments.

Unlike traditional search engines or educational tools, AI companion chatbots are designed to simulate human relationships. Some engage children in deeply personal conversations, raising serious concerns about their mental health, safety and emotional development.

The legislation establishes important safeguards and places greater responsibility on technology companies to protect young users.

Recognizing the governor’s continued leadership in protecting children from harmful technology, NYSUT President Melinda Person released the following statement:

“Gov. Hochul continues to lead the way in protecting our kids from harmful technology. From creating distraction-free schools to taking on addictive social media algorithms, she has listened to parents and educators and taken bold action to put kids first. Now, she’s confronting the risks posed by AI chatbots. Our kids deserve the chance to learn, grow and build real human connections without technology getting in the way. I applaud Gov. Hochul for continuing to stand up to Big Tech and putting the well-being of our children first.”

Building on our momentum

This victory is part of a much bigger movement we’ve been building together.

We helped lead the fight for bell-to-bell cellphone restrictions in schools. We’ve pushed back against addictive algorithms and excessive screen time. And through our Unplugged: Reclaiming Human-Centered Education initiative, we’re bringing educators, parents, researchers and policymakers together to rethink the role of technology in children’s lives.

More than 600 people joined us at our Unplugged conference in September, and we’re continuing that conversation through regional listening sessions and advocacy for stronger protections.

We’re fighting for age-appropriate limits on classroom technology, stronger student privacy protections and meaningful educator input into decisions about AI in our schools.

Read more about the law here.

Mildew and mold: more than just a surface-level problem for schools

Catherine Rizos — Tue, 27 Oct 2026 16:25:00 -0400

A safe and healthy school building is foundational to students’ ability to learn.

A school’s environmental health can be affected by unpredictable outside forces — an unseasonably hot summer, a flood in the area, or even wildfire smoke from a thousand miles away.

Sometimes, schools face environmental health problems that come from inside their buildings, as is the case in the Plainedge Union Free School District on Long Island, where multiple schools have dealt with persistent mildew and mold.

Mildew and mold are types of fungi that grow on surfaces where moisture has accumulated. Mildew is typically light in color and tends to grow on flat, non-porous surfaces. Mold is raised, fuzzy, and darker in color, usually green or black. Mold often infiltrates walls and ceilings, making it very difficult to remove.

Mildew and mold can both cause respiratory problems, with mold being especially dangerous for vulnerable populations including children, the elderly and people with allergies, asthma and other respiratory conditions.

Over several years, teachers in Plainedge schools reported mildew and mold growing on ceiling tiles, cabinets and other surfaces. Music rooms were most affected, but the problem had started to spread to other areas, like science labs.

Teachers diligently documented and reported the growths. Administrators had the surfaces cleaned, but the mildew and mold kept coming back.

With a change in district leadership this year, Brian Buckley, president of the Plainedge Federation of Teachers, saw an opportunity to dig deeper.

Buckley emphasized that as frustrating as it was that the issue kept coming back, PFT members were driven by a need to protect their students. “This isn’t fun for the janitors and the custodians. It’s obviously not fun for the staff, but we’re putting kids’ health in jeopardy if we don’t fix the problem,” said Buckley.

Buckley continued, “I’m very pragmatic, and it’s all fine and great that you’re cleaning it. But why don’t we find the source?”

With the average age of New York school buildings topping 50 years, it would be easy to assume that mildew and mold are only a problem in older buildings. In truth, improved construction practices in recent decades mean that newer buildings are more airtight, so if a moisture imbalance exists, the new construction effectively seals the problem in and can enhance mold growth.

That’s true in Plainedge, where the building with the most issues, Plainedge Middle School, was built in 2004 and is one of the newest in the district.

A moisture imbalance can be caused by a variety of factors, including plumbing or roof leaks, high humidity, or problems with the heating, ventilation, or air conditioning system, commonly referred to as HVAC.

Because the building in question was fairly new and the mold kept growing back after repeated cleanings, PFT members at the middle school believed the HVAC system was the likely source of the problem. They sought to prove it by measuring relative humidity.

Relative humidity is a measure of the amount of moisture in the air at a certain temperature compared to the air’s total capacity to hold moisture at that temperature. The recommended range for indoor spaces is 30 to 60 percent.

When PFT members measured relative humidity in the areas of the middle school where there was mildew and mold, it approached 80 percent. Buckley provided those readings to the superintendent along with photos of mildew and mold in various classrooms.

The superintendent agreed that the relative humidity readings were concerning, and the next logical step would be to check the HVAC system. An inspection found that the system was not functioning properly, and multiple settings and valves needed to be adjusted.

“With the changes made, we’re all hopeful this will eradicate any future issues,” said Buckley, who has been in PFT leadership for many years but is in his first year as president.

He applauded the work of the previous PFT president and the members who persisted until the problem got fixed.

Addressing a complex issue like mold requires cooperation between teachers, facilities staff and administrators, said Buckley. It’s just one of many lessons that he’ll put into practice as he helps other schools in the district address similar concerns.

For more school environmental health resources from NYSUT’s Program Services Department, visit nysut.cc/healthandsafety.

Free ELT media literacy series empowers educators

Molly Belmont — Tue, 27 Oct 2026 16:08:00 -0400

Today’s students spend numerous hours every day consuming media, but that doesn’t mean they always understand what they are seeing.

According to the National Association for Media Literacy Education, which is celebrating U.S. Media Literacy Week this week, the rapid proliferation of media and technology is outpacing schools’ ability to equip citizens with the skills they need to navigate the media landscape safely and responsibly.

This dilemma led NYSUT’s ELT to launch “The Middle and High School Guide to Media Literacy,” a new webinar series designed to build student media literacy skills.

In this four-part virtual series, which is free for all NYSUT members, educators from all content areas will learn how to help students in grades 6-12 think critically about the media they encounter and use that information to make responsible decisions in and out of the classroom.

“Today’s students are bombarded with information, algorithms, and misinformation from the moment they wake up,” said NYSUT President Melinda Person. “Our students must learn to verify sources, recognize bias and think critically about what they see online. These are essential skills for life and citizenship, now more than ever.”

The ELT series is created and taught by two library media specialists, Karissa O’Reilly, member of the Carmel Teachers Association, and Cynthia Sandler, member of the North Salem TA, who believe media literacy is essential to democracy and civic engagement.

“Literacy is the foundation of democracy. It's one of the core essential pieces of being able to sustain democracy. When the citizens of a country are not literate, they don't have access to the information that they need to stand up for themselves, vote effectively, and understand and participate in our world,” said O’Reilly. “In our modern times, literacy doesn’t just mean textual literacy,” she added. “It means being able to understand all the ways that information is coming at you and being found.”

But responsible media consumption is only half of civic engagement. “You are also empowered to create your own media and make sure your voice is heard in a meaningful way,” Sandler said.

To be effectual, media literacy instruction can’t be confined to the library; it has to be embedded across different subjects, from core areas to electives, O’Reilly said.

In the first and second sessions of the media literacy series, educators will learn how to access and verify reliable information.

“Ultimately, we want people to use their critical thinking skills and learn to cross-reference as much as possible,” said Sandler.

The third session will cover misinformation, disinformation and mal-information, and the fourth will focus on integrating media literacy skills into individual subject areas.

“Whether it’s figuring out how to talk about current events or how to deal with controversial subjects in your particular domain, it’s important that educators teach students how to think about something, not what to think,” said Sandler.

The webinar series represents only NYSUT’s latest effort to support civic education and media literacy in New York schools. Earlier this year, NYSUT called on legislators to invest $22.5 million to expand civics and media literacy opportunities in school and mandate that every school employ a library media specialist. NYSUT also launched a $50,000 grant fund to help NYSUT locals establish or expand Seal of Civic Readiness programs.

This free series, which begins in February, is worth 4 CTLE hours. Educators must attend all four sessions to receive a certificate of completion.

For more information or to register, visit: nysut.cc/elt-media-literacy

UPK funding expands opportunities for New York’s youngest students

Molly Belmont — Fri, 23 Oct 2026 15:22:00 -0400

This year’s state budget allocation of $561 million for universal pre-K means big things for New York’s littlest learners.

The largest single-year investment in early childhood education in state history, the funding has allowed hundreds of school districts to add new pre-K seats for the 2026-27 school year, including 45 districts in the Capital Region, 28 in Central New York, 42 in the Finger Lakes, 84 on Long Island, 53 in the Mid-Hudson Valley, 29 in Mohawk Valley, 27 in the North Country, 35 in the Southern Tier and 58 in Western New York.

“That’s how we make sure every child enters kindergarten ready to learn,” said NYSUT President Melinda Person.

The latest state allocation is part of a multi-year expansion that is expected to pave the way for full-day pre-K for every eligible 4-year-old in the state by 2028, meaning that universal pre-K will truly be universal. The funding could also support the move to gradually increase the share of pre-K students educated in public schools by certified teachers.

“When four-year-olds have access to a robust pre-K program grounded in structured play, there is a quantifiable and measurable difference in independence, socialization, language development, vocabulary, and cognitive skill development,” said Jennifer Simões, an elementary intervention specialist at Riverhead Central School District.

Simões, who is also the first vice president of the Riverhead Central Faculty Association, has been on a personal mission to expand high-quality pre-K programs across the state.

As part of her advocacy, Simões authored a resolution for NYSUT’s 2025 Representative Assembly that called for fully funded pre-K across New York, led by certified teachers and guided by a uniform pre-K curriculum.

Locally, Simões and the Riverhead Central FA have been able to secure year-over-year funding increases to grow their district’s pre-K program.

The district began with 54 pre-K seats at Phillips Avenue Elementary in 2023, then enlarged to Aquebogue Elementary, and eventually expanded to all four elementaries. This year, with the added state funding, the district has been able to expand to 126 pre-K seats.

“It’s a personal celebration for me, because I’ve literally been dreaming about this for 12 years,” Simões said. “I’ve talked to anyone that would listen to me.”

Thanks in part to Simões’s advocacy, many Riverhead students now have the added benefit of beginning their education at their home school, where they gain familiarity with the teachers and staff there.

“It’s nice to invite everybody into the district a little early and make them part of the family,” said Jasmine Corwin, a Riverhead parent and Board of Education Trustee. Riverhead’s pre-K program has eased the transition for students and parents alike, Corwin said, helping with early engagement and continuity. “We’re really building a strong community.”

Students also have earlier access to intervention services, which can help remove barriers to learning. “We’ve been able to get them the services that they need, be it physical therapy, occupational therapy, speech language therapy, or even a special placement,” said Simões. “The earlier you get these things, the quicker we can resolve those issues for students.”

Riverhead also boasts a uniform play-based curriculum, which allows students to learn and explore through creative, hands-on experiences that grow with them. Each classroom has a dedicated teacher, teaching assistant and aide, and students freely move around the room all day, working at various learning centers on curricula developed cooperatively by the entire cohort of pre-K teachers.

NYSUT President Melinda Person visited several pre-K classrooms in Riverhead to see its littlest learners in action. Here, she observes as Jennifer Simões, elementary intervention specialist and first vice president of the Riverhead Central Faculty Association works with one of the pre-K students.

“One of the big goals was to create units that are centered around a theme, and then to have the theme used to support language development,” said Melissa Richardson, a pre-K teacher and member of the Riverhead Central FA.

Math centers, library centers, read-alouds, and even dramatic play reinforce the chosen theme and the language that goes with it which, in turn, helps prepare students for reading in kindergarten. “So, whether we are doing ‘Me and My Family,’ or ‘Fall,’ or ‘The Farm,’ the entire classroom is centered around key vocabulary for them to be able to build their schema,” said Richardson.

“Through play, our students learn social development skills, language, problem-solving skills, independence, early academic skills, and things that are developmentally and age-appropriate and meaningful for them,” said Jennifer Barth, another pre-K teacher and member of the Riverhead Central FA.

These investments in early education are already yielding impressive returns.

“We’ve seen tremendous gains in terms of the students coming in,” said Simões. “Some of our pre-K kids even come out reading, which is incredible.”

In September, NYSUT President Melinda Person visited Riverhead to see the program in action. Person met with Simões and the pre-K team and toured the district’s pre-K classrooms.

“It is amazing how vested the entire district is in this program. The working relationship between the teachers, administration, and the Board of Education is remarkable,” said Person. “The pre-K program at Riverhead is precisely the model that we should be striving for across the state.”

Researchers have long backed the importance of early education, starting with the watershed Perry Preschool Project in 1967 that showed that preschool participants were more likely to graduate from high school, go on to college, and earn higher wages.

The Carolina Abecedarian Project in 1972 was a longitudinal study that focused on children from infancy to age 5, and found that those who participated in a full-time, high-quality early education program earned higher math and reading scores and were more likely to pursue higher education.

A recent large-scale study led by Florida International University and George Mason University went even further, showing that students who attended public school pre-K programs — as opposed to private or family-based childcare — performed better on standardized tests and earned higher grades throughout their academic careers, further underscoring the value of having highly trained teachers and strong, consistent curricula.

In spite of strong evidence and the ongoing advocacy, funding for pre-K still lags; nationally, just 37 percent of 4-year-olds and 9 percent of 3-year-olds are enrolled in state-funded pre-K, according to the National Institute for Early Education Research.

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Paw professionals: A union member’s approach to canine education

Svetlana Vynnyk — Wed, 21 Oct 2026 17:13:00 -0400

Each day, Catherine Ricchetti, a canine training expert and adjunct professor at SUNY Cobleskill, wakes up and faces the high energy, and often unpredictable, world of canine management. Ricchetti, a NYSUT retiree and current member of UUP, teaches students to build structured dog training programs with canine welfare at their cores, encouraging future trainers to advocate for the dogs’ well-being throughout their training.

“I want my students to walk away saying ‘I can build a structured facility dog program, I can help a professional understand canine welfare and I can train a dog to do targeted interventions or targeted services,’” said Ricchetti.

Ricchetti first started working with dogs as part of a pilot program at the elementary school where she worked. She created a curriculum and presented it to the board of education and the superintendent. The program was approved, and the rest is history. Ricchetti began expanding the program to other area-schools, resulting in full-time facility dogs at every elementary school in the district. Now retired from that district, Ricchetti spends her days helping college students train dogs for in-school programs just like the one she built years previously.

Ricchetti noted that students gain hands-on experience with both domestic and working dogs and are expected to be the “voice of the canines.”

“The most challenging part of teaching this subject is helping students really understand that a canine is a sentient being,” she said. “There are times that this work is actually really hard for a dog, and building in structure and strong canine welfare into a facility dog program is critical.”

SUNY Cobleskill offers the only combined, comprehensive canine training and management curriculum in SUNY. The bachelor’s degree program prepares students to pursue careers in dog training, canine business ownership and management, or work in government and private canine security.

Ricchetti draws a parallel between protecting working dogs’ welfare and the protections unions provide for workers.

“You create structure just like the union would,” she said. "Built-in breaks, vacations if you need it – some dogs go down to part-time.”

Graduates from the in-depth, skill-based program can expect to go on to work in a variety of high-demand fields, including in trained therapy, service, detection, search and rescue, and more.

Photo Gallery

In it together for Making Strides

Molly Belmont — Fri, 16 Oct 2026 16:31:00 -0400

Every October, NYSUT members across the state take to the streets for the American Cancer Society’s Making Strides Against Breast Cancer walks.

This marks NYSUT’s 25^th year as a sponsor for the event, and during that time, NYSUT members have raised $20 million by doing what we do best: working collectively.

“Every year, our members participate in walks across the state and donate generously to this cause — all to ensure that individuals diagnosed with this disease receive the best possible care,” said J. Philippe Abraham, NYSUT secretary-treasurer. Abraham’s office coordinates the statewide union’s social justice initiatives. “We know every dollar raised helps defeat this deadly disease and we are proud to lead the way toward a cure.”

The Plainedge Federation of Teachers has been one of NYSUT’s top fundraisers every year, and they attribute their success to a strong partnership with their retiree chapter.

“Whatever we do in the building, we invite them to be part of it, and they have their own efforts as well,” said Lynn Mudryk, member of the PFT and Making Strides coordinator.

The partnership is a win-win because it gives retirees meaningful ways to stay connected to the district and helps busy educators reach their fundraising goals. And that’s essential, because the disease affects so many — both in and out of the schools.

“We collect every year for our dear friend Sheila Goldberg,” said Laura Pokorny, president and treasurer of the Plainedge retirees' chapter. Goldberg, former president of Retiree Council 17 and Nassau NYSUT Making Strides Coordinator, died of cancer in 2020 but continued raising awareness about breast cancer right up until the end of her life. “Most of us still remember Sheila,” said Pokorny.

Mudryk has also battled breast cancer. She was first diagnosed in 2007 and underwent a lumpectomy and radiation, but her doctors continued to discover precancerous cells in the years that followed. In 2023, Mudryk opted for a double mastectomy with reconstruction, hoping to finally put an end to it.

Mudryk has been participating in the Making Strides event ever since her diagnosis. “Some people may think, ‘Oh, it's about cancer. It's gonna be a Debbie Downer type of day,’ but it's really not. It's a very positive experience.”

Tarrytown teacher Christin Creary has lost three of her family members to cancer. “That’s why raising money for research is so important to me,” said Creary, vice president of the Teachers Association of the Tarrytowns and Making Strides team captain.

Each year, Creary relies on her members, but she also works across bargaining units in her district. “It’s really becoming something that’s outside of just our team,” said Creary.

Creary canvasses the CSEA, as well as members of the Association of Administrators and Supervisors, and she said this helps her team exceed their fundraising goal year after year.

“It’s that interpersonal connection with people, whether they’re teachers, principals, or special ed directors. They’re people regardless of titles, and they know this is a good cause,” said Creary.

All Tarrytown staff are invited to walk with the team at the Westchester walk, and that spirit of community is emblematic of the whole day, she said.

“There’s a real sense of camaraderie,” Creary said. “You leave there feeling like there are good people in the world.”

Auburn teachers score arbitration victory

Emily Allen — Fri, 16 Oct 2026 14:57:00 -0400

One year ago, 45 members of the Auburn Teachers Association were denied salary advancement for completing graduate coursework at accredited institutions that had been preapproved by their district.

“At some point after they already signed off on all the paperwork, the district decided the courses weren’t ‘rigorous’ enough and they weren’t going to pay our members the amount they were owed in our contract,” explained Auburn TA President Justin Herrling. “Members receive reimbursement and a salary adjustment. It’s approximately $337 for every three credits and some teachers could have taken 10 courses for 30 credits.”

The decision was a slap in the face. Herrling and his First Vice President Joseph DeCarlo, who is also the grievance officer, immediately began working with their NYSUT LRS, Heather Clemens, to fight the board’s decision and file individual grievances for the 39 of their 45 impacted members who chose to participate. The other six decided not to because they were untenured at the time.

“I have not experienced this magnitude of so many grievances bundled together and, to the best of my understanding, I believe this is the greatest sized grievance for the ATA in our history,” DeCarlo said.

Together, Herrling, DeCarlo and Clemens worked to help each member go to their principals and submit their stage one grievances, which were denied. They then filed for stage two grievances, were once again denied, and then they had to go back and file stage three paperwork.

“Keeping everything organized and correct was the hardest part of all this because everyone took different classes at different times with different dollar and credit amounts,” Herrling said.

DeCarlo added, “We did not want these grievances to be lost over a technicality, so we really had to make sure that we crossed our t’s and dotted our i’s, and we had all our ducks in a row. The devil is in the details, and they were hoping by making this so difficult at each stage that they would get us to make a mistake. That didn’t happen.”

After being denied at all three stages, Herrling said their only option left was to file for arbitration, which they attended on June 18, 2026, nearly eight months after they started this process.

“Heather presented an outstanding, cut-and-dried case based on the fact that the district made a promise to its educators and then decided to go back on that promise,” said Herrling.

Ultimately, the arbitrator ruled that the district violated the collective bargaining agreement and ordered the district to compensate the 39 ATA members for all submitted graduate hours and follow the contract language moving forward.

“Our members are extremely happy and appreciative because they felt that they were wronged,” Herrling said. “They were patient throughout the process and we tried to keep them as informed as possible every step of the way. Joe was a huge help especially communicating with our members. And seeing Heather in action in an arbitration setting was eye-opening to how much work [LRSs] put in on our behalf.”

DeCarlo agreed. “A union is about many hands make light work, and this really took great teamwork.”

NYSUT on Hochul’s participation in Trump's voucher scheme

Fri, 09 Oct 2026 16:33:00 -0400

Statement from NYSUT President Melinda Person on Hochul’s announcement to opt in to President Trump’s private-school voucher program:

“We are profoundly disappointed that a governor who has championed public education would opt into President Trump’s private-school voucher scheme.

New York’s education and civil rights communities have been unequivocal about the threat this program poses to the public schools that serve 90 percent of our state’s children.

Gov. Hochul has made an initial decision, but this fight is far from over. NYSUT and our allies will continue working to repeal this program at the federal level and will not allow the consequences for New York’s students, educators and public schools to go unanswered.”

Fairport bus attendant’s son helped her find right direction

Molly Belmont — Fri, 09 Oct 2026 10:41:00 -0400

Growing up, Heather Kiessel struggled with school. “I just thought I was stupid,” she said. “That’s why I never finished college.”

It was her son, Holden, who made her realize just how much she had to offer the world.

“My son has taught me so much,” said Kiessel, a bus attendant and member of the Fairport Transportation Association. “I am so proud of everything he has become.”

Kiessel first suspected Holden had a neurodevelopmental disorder when he was just 3, but he wasn’t officially diagnosed with severe ADHD and anxiety until third grade.

Kiessel spent those intervening years trying to get him adequate support, eventually leaving her full-time job at a hospital so she could care for him. She began taking classes at Starbridge, a federally funded parent training and information center, so she could learn the skills she needed to work with him effectively and advocate for him.

“I did it strictly to get my son help,” said Kiessel. “One of my family traits is being stubborn, and let me tell you, it has served me well.”

Caption: When she’s not working as a bus attendant for Fairport Central School District, Heather Kiessel likes to ride roller coasters. She’s ridden 415.

Along the way, Heather discovered she and her son had more in common than she expected.

“As I was researching ADHD, autism and anxiety, I started realizing I had ADHD, too,” said Kiessel. “Watching him, I saw myself. I started realizing how many similarities we had. I had to learn how to be more patient than I ever had. I had to work on my own issues so that I was able to help him with the ones we shared.”

In 2015, Kiessel got a job in the school district so she could be on the same schedule as Holden. She worked first as a cafeteria monitor and then with the kitchen staff, and found she had a knack for working with students, especially those with behavior issues.

“Some people don’t see the kid, they just see the behavior, but I really understand that it’s something going on with their brains,” she said.

When a bus attendant position opened in the district, Kiessel jumped aboard because she wanted to work more directly with students. Kiessel assists with one of the out-of-district routes for students with behavior issues. “It’s been my favorite job,” she said. “I really like interacting with the kids.”

Kiessel advocates for her students, just like she did for her son. Holden is now 22 and an auto mechanic seeking his vehicle inspector’s license.

Every day, she makes sure her students have the tools they need to regulate themselves, and she shares their progress with their parents. “I know what it's like to get a million phone calls telling me about bad behavior. I think I got one call telling me something positive, and because of that, I call parents with good phone calls too. I know how precious that is.”

Kiessel also enjoys sharing her passion for roller coasters with her students; she and her son and husband are fanatics, and she has ridden 415.

And while she’s a thrill seeker, she takes safety very seriously. Kiessel is a former EMT and has first-hand knowledge of what happens when people don’t take the proper precautions, which is why the district’s transportation department tapped her to lead its safety trainings.

This year, thanks to Kiessel’s hard work and advocacy, she was named New York Association for Pupil Transportation’s Bus Attendant of the Year.

Kiessel said the award was a complete surprise, but so gratifying. “I have never been recognized at a job before, and I never thought I would be because of my disabilities,” said Kiessel. “This is the first time I had a job where I felt valuable.”

New York elected leaders unite against federal private school voucher scheme

Thu, 08 Oct 2026 15:47:00 -0400

Opposition to the federal private school voucher program is growing across New York, as some of the state’s most prominent elected leaders join educators, parents, civil rights organizations and labor unions in warning against opting New York into the new federal program.

Senate Majority Leader Andrea Stewart-Cousins, Assembly Speaker Carl Heastie and State Comptroller Thomas DiNapoli are among the latest state leaders who have raised concerns about the voucher scheme and are calling on Gov. Kathy Hochul to protect New York’s public schools.

"New York’s leaders are sending an unmistakable message: Don’t gamble with our public schools,” said NYSUT President Melinda Person. “We now know what the federal rules look like, and they are worse than we feared. New York would put its name on this program while Washington controls the rules. With leaders from across our state raising serious concerns, there is simply no reason to opt into this experiment.”

"This isn't about education. It is about the federal government worming its way into classrooms across the state,” said United Federation of Teachers President Michael Mulgrew. “It doesn't matter your political bent; I think we can agree that the last thing we want is the federal government dictating how our children should be educated."

Their opposition comes as recently released federal regulations make clear that New York would have little ability to impose its own standards, safeguards or accountability measures if it chooses to participate.

"I am apprehensive about this federal proposal and have serious reservations about the potential impact it could have on public schools across New York state,” said Senate Majority Leader Andrea Stewart-Cousins. “New York should not opt in to this program. The regulations announced would undercut New York's ability to establish meaningful guardrails, leaving the state with little control over which schools and expenses qualify or how this funding is used, and would allow those dollars to potentially flow to schools out of the state.

We have finally been able to fully fund our schools after years of neglect and lawsuits. New York should remain focused on strengthening the public school system and improving educational outcomes for all students. We have an obligation to every student in New York State to make sure they have access to a quality education, and that means continuing to invest in the public schools that serve students in every community across our state."

“The Assembly Majority will always prioritize quality education for New York’s students and ensure that public schools are fully funded,” said Assembly Speaker Carl Heastie. “Public dollars should support public schools that serve all children and are accountable to the taxpayers who fund them. New York should opt out of the federal voucher program and continue investing in the public schools that educate the overwhelming majority of our children.”

In August, State Comptroller Tom DiNapoli sent a letter to the governor warning that the program could leave children in underserved and rural communities behind, strain state and local budgets, and reduce funding for public schools as a result of enrollment decline.

“The program’s lack of appropriate guardrails, and the absence of a better understanding of the consequences of this program on the state’s public schools system and the students it serves, raise serious concerns,” DiNapoli wrote. Read DiNapoli’s full letter here.

The opposition extends beyond Albany.

Earlier this year, 15 Democratic members of New York’s congressional delegation wrote to Gov. Hochul urging her to protect New York’s longstanding commitment to public education and warning about the impact of the federal voucher proposal.

And concern crosses party lines. U.S. Rep. Andrew Garbarino, a Republican, also wrote to Hochul urging her to opt out of the program.

“New York's first responsibility must remain supporting the public schools that educate the overwhelming majority of our state's children,” Garbarino wrote. “Our public schools serve students of every background and ability, provide stability for families, and prepare the next generation with the knowledge and skills they need to succeed. Continued investment in public education strengthens our workforce, our economy, and the long-term success of our communities.” Read Rep. Garbarino’s full letter here.

Opposition to the program has already united more than 80 organizations representing educators, parents, school boards, superintendents, labor and civil rights advocates. New Yorkers have also expressed strong opposition to diverting taxpayer resources toward private-school vouchers.

New York has a choice. It does not have to participate.

With the state’s legislative leaders, members of Congress, education organizations, labor unions, civil rights advocates and New Yorkers across the state raising concerns, NYSUT and UFT are calling on Gov. Hochul to reject participation in the federal voucher program.

Unplugged: Educators, health experts and lawmakers consider responsible tech use in the classroom

Molly Belmont and Catherine Rizos — Tue, 06 Oct 2026 14:42:00 -0400

Technology is transforming education faster than ever, but in our mad dash to adopt ever more innovative tools, have we paused to consider whether these so-called advances are truly helping our students?

In late September, NYSUT brought together more than 500 educators, parents, lawmakers, medical experts and advocates for “Unplugged,” a full day conference designed to explore the growing role of technology in our classrooms.

Attendees were invited to explore the impacts of screens and AI on learning, literacy, attention and childhood, and examine more fully what we’ve gained and what we’ve lost as a result of the breakneck expansion.

"This is not an anti-technology conference," said NYSUT President Melinda Person during her opening remarks. "Technology can be incredibly useful. It can open doors, provide access, and help educators do things that wouldn't have been imaginable a decade ago. But there's a big difference between teaching children how to use technology — or using technology as a tool — and designing education around technology. Somewhere along the way, we stopped making that distinction.”

Caption: The Unplugged event brought together educators, parents, policymakers, and health professionals from across the state to weigh the risks and benefits of educational technology.

Announced in May, at a time when the debate about our excessive dependence on technology was raging in the media, the Unplugged conference seemed like it couldn’t be more timely.

The $163.5 billion global educational technology industry is projected to more than triple to $572 billion over the next decade, and AI was already its largest technology segment, comprising roughly 30 percent of its market.

Meanwhile, national and international assessments showed students’ reading and math performance declining, and a growing body of research demonstrated that enhanced access to technology was having adverse impacts on everything from students’ mental health to motor skills.

Then, at the end of summer, two tech moguls admitted that without better regulation, AI might well cause human extinction within the next 10 years, and New York City Public Schools, the largest public school system in the United States, announced a moratorium on AI in district schools and restricted screentime for all of its 845,000 students.

What once seemed like a timely conference now seemed like an urgent calling, and educators and parents came together to share their experiences and learn from each other.

“I feel like we need to make some changes for the kids because they’re really struggling,” said Rebecca Ramaglia, a special education teacher and member of the Newburgh Teachers Association. “Students’ attention spans are so much different. It’s like they’re just kind of asking you to give them the answers.”

Emily Connor, a parent and member of Schools Beyond Screens, made the trek from Dobbs Ferry to attend the conference. Connor said her family is intentionally analog, and she was surprised to learn that at school, her kindergartener was watching a Minions video to learn how to do push-ups in gym class.

“I don't know if the idea is that we have to get down on their level, just to get them to pay attention and learn?” Connor asked. “But is that even happening at such a young age? And in such basic places like gym class and music? I was just shocked.”

During the Unplugged keynote address, neuroscientist and educator Jared Cooney Horvath was blunt: digital education doesn't work.

To prove his point, Horvath showed how when states adopted digital learning, their test scores in reading and math nose-dived. “So kids are being ever more exposed to digital technology — trained on it explicitly — and they are doing worse.”

“Digital technology is there for production,” Horvath concluded. “Production is not the same as learning. It is there for experts to get work done; it’s not there for kids to learn how to become experts.”

The day’s first session brought together leaders from education and healthcare to discuss what 1-to-1 devices have done for learning. The panelists found common ground on ensuring that for kids, the vital interpersonal interactions that make school and childhood special — encouragement from a teacher while working through an assignment, a hands-on project worked on with peers, or games played with friends at recess — should always come before technology.

“It’s not about banning tech,” said Lynn Girolamo, assistant director of digital innovation at Greece Central School District. “We can’t deny the benefits of technology, but we have to keep students, teachers, and local communities at the center.”

Mary Jo Ginese, an occupational therapist and member of the United Federation of Teachers, noted that tech tools have important uses, especially for students with disabilities. “There are places where we know technology is needed,” Ginese said. “But there’s no replacement” for human relationships that guide students through their education.

During an afternoon panel, educators and public health experts debated the educational merit of AI, and whether the benefits outweigh the risks.

Panelists agreed that AI can be a useful tool for educators, helping them do more with less, streamline processes, and complete rote tasks so they have more time to spend with students; but just because teachers use it, doesn’t mean students should.

Caption: Dobbs Ferry parent Emily Connor, a member of Schools Beyond Screens, attended Unplugged to learn more about the issue of technology in schools.

“I would argue that we are not ready for artificial intelligence in our schools,” said Kaliris Salas-Ramirez, a parent, president of Community Education Council 4 and associate professor at the Robert Wood Johnson Medical School. “We are trying to teach young people how to learn, be problem solvers, be critical thinkers, be innovators, and be healers and leaders in this moment.”

Lucy Collins, assistant professor of philosophy at the Fashion Institute of Technology, said inherent design features in AI make it unsuitable for students.

“You know the minute you ask the question, it quickly says, ‘Are you ready for me to write the draft?’ ‘Do you want me to write the draft?’” Collins said. “If I can’t resist that at times and if a college student cannot resist that, then how are we asking a 13-year-old to resist that?” said Collins. “Given the design that we have right now, I’m not sure that there is a responsible use in this current moment.”

Educators and lawmakers also explored how to develop effective policy around tech use in schools, the next logical step after the child protection laws like the recent SAFE for Kids Act, NY Child Data Protection Act, social media warning label legislation, and last year’s phone-free schools policy.

“This conversation is front and center in the Legislature,” said New York State Senator Shelley Mayer. “There's great concern in our conference, and I think among many parents, that there is too much technology in schools, and that the money that we as the Legislature killed to get — full funding of the Foundation Aid formula — too much of that is being spent on technology as opposed to the human interaction with teachers and counselors and other staff.”

The majority of panelists shied away from moratoriums, like the one adopted downstate, in favor of more regulation of ed tech accompanied by the implementation of age-appropriate screentime restrictions.

State lawmakers, including state Sen. Andrew Gounardes, have proposed bills for the coming legislative session aimed at reining in the ed tech industry's influence and placing limits around both screens and AI use in classrooms.

“Children’s brains are developing and growing,” said James McDonald, commissioner of New York’s Department of Health. “Kids need to be introduced to technology in a way that correlates with their development.”

“I hope that you would never give your 4-year-old a jigsaw,” McDonald said. “When you put your 4-year-old in front of an iPad, I have so many questions.”

Throughout the day, panelists reinforced the need for educators to have input in tech decisions, including what is being used and how, and demanded an end to top-down digital decision-making.

“EdTech has a stranglehold on my association and on every principals’ association. If you go to their conferences, it's all about tech, tech, tech, and now, AI, AI,” said Greg Taranto, superintendent for Canon-McMillan School District in PA. “So, your superintendent comes back and what they think is, ‘We have to get iReady because I went out for dinner with an iReady rep, and they said this really works.’”

During the closing conversation, Person talked to educators from Croton-Harmon Schools, who, in the wake of COVID, were charged with the task of re-examining how they use technology and determine when it was in the best interest of students, and when it was just technology for technology’s sake.

“We were collaborating with the teachers in our buildings consistently, and that's what really moved the needle on the change,” said Laura Dubak, Croton-Harmon superintendent.

For many, the biggest takeaway was that teachers should be at the center of digital decision-making.

“We have to trust the professionals in the room who spend the time with the students all day, every day, to know what's appropriate for those students,” said Ron Roaldsen, technology coach for East Williston Union Free School District and president of the East Williston Teachers Association. “And I think when we do that, we'll probably see less screen time.”

Photo Gallery

NYSUT celebrates LGBT+ History Month, Oct. 1–31, with a poster honoring Jason Collins

Mon, 05 Oct 2026 15:30:00 -0400

Jason Collins (1978–2026) was the first openly gay active player in any of the four major U.S. men’s professional sports leagues. Collins broke barriers in professional athletics through his courage and authenticity, becoming a powerful advocate for inclusion, acceptance and equality.

Collins’ path to the NBA was a natural progression. He was a stellar high school athlete, winning two California Interscholastic Federation state titles with his twin brother, Jarron. Collins also broke the California high school career rebounding record with 1,500 rebounds. The Collins brothers both chose to play at Stanford University where, despite an injury in his freshman year, Jason went on to earn recognition from the All-Pac-10 and the National Association of Basketball Coaches.

His professional career began in 2001 as a first-round draft pick of the Houston Rockets. He was immediately traded to the New Jersey Nets where he played until 2008. A commanding center, Collins played for the Memphis Grizzlies, Minnesota Timberwolves, Atlanta Hawks, Boston Celtics and Washington Wizards.

On April 29, 2013, at the end of the 2013 season, Collins publicly came out as gay. At the time, he said he hoped his decision to live his truth would encourage others to do the same. Even before his announcement, he chose to wear jersey No. 98 as a tribute to Matthew Shepard, a University of Wyoming student who was tortured and murdered in 1998 in a notorious anti-gay hate crime. In November 2014, Collins retired from the NBA as a member of the Brooklyn Nets.

Limited print copies are available to NYSUT members. The poster is also available as a downloadable PDF at nysut.org/publications.

NYSUT statement on Trump administration’s private school voucher regulations

Thu, 01 Oct 2026 13:29:00 -0400

Statement from NYSUT President Melinda Person regarding the temporary and proposed regulations for Trump’s private school voucher scheme:

“Today’s proposed regulations confirm exactly what we have warned from the beginning: New York must reject this federal voucher scheme.

The regulations are loaded with poison pills. If New York opts in, the state would be prohibited from setting standards for scholarship organizations, deciding which organizations can participate, or limiting the types of schools and expenses that receive these federal tax dollars.

That means New York could be forced to help funnel taxpayer-subsidized dollars to private schools that have admissions policies and practices that would never be acceptable in our public schools, while being denied the authority to put stronger safeguards around the program.

New York puts its name on the program, but Washington writes the rules. We take responsibility for participating, but surrender much of our ability to determine where the money goes and what standards recipients must meet.

This isn’t local control. It is a one-way door into a federally designed voucher program, one that could use public resources to support schools that discriminate, while stripping New York of the ability to provide the protections New Yorkers expect. Gov. Hochul should make clear now that New York will not walk through that door.”

Read the regulations here:

NYSUT members put more life in their time, with Making Strides

Molly Belmont — Tue, 29 Sep 2026 15:47:00 -0400

Join Team NYSUT

NYSUT has been a flagship sponsor for the American Cancer Society’s Making Strides Against Breast Cancer walk for 25 years, helping to support groundbreaking research and much more.

Visit the Team NYSUT page for more information about walks across the state and to join a team in your area, nysut.org/JoinMakingStrides

Oct. 3: Grangabel Park, Riverhead, Suffolk County
Oct. 11: Mirabito Baseball Stadium, Binghamton
Oct. 17: Terminal B, Buffalo Outer Harbor, Buffalo
Oct. 18: Washington Park, Albany; Central Park, Manhattan; Jones Beach State Park, Nassau County; Clinton Square, Syracuse; Manhattanville University, Purchase; ESL Ballpark, Rochester; Woodbury Common Outlets, Hudson Valley; Flushing Meadows Corona Park, Queens
Oct. 25: Orchard Beach, Bronx; Coney Island Boardwalk, Brooklyn; Glens Falls City Park, Glens Falls; Mohawk Valley Community College, Utica; Midland Beach, Staten Island

This October, NYSUT members will join the thousands of people who are taking to the streets to fight breast cancer.

This year marks the 25th anniversary of the collaboration between NYSUT and the American Cancer Society’s Making Strides Against Breast Cancer. Last year marked the third consecutive year that the statewide union has been the top donor for this national organization.

Altogether, NYSUT members have raised $20 million to support groundbreaking breast cancer research, ensure greater access to quality care, influence public policy, and provide critical patient support.

“NYSUT is proud to support Making Strides Against Breast Cancer,” said J. Philippe Abraham, NYSUT secretary-treasurer, whose office coordinates the statewide union’s social justice initiatives. The annual fundraiser is deeply personal to Abraham, who lost one of his sisters to the disease. “We are moved to action by those we have lost, and we are inspired to keep going by those who remain. We are thousands strong, and together, we will defeat this deadly disease.”

Jennifer Kinney’s mother, EmmaJean Kinney was diagnosed with stage 4 metastatic breast cancer in May 2021. Less than four years later, she was gone.

“I miss her every single day,” said Kinney. “She was my best friend.”

Co-vice president of the Middletown Teachers Association, Kinney has raised $1,000 to support breast cancer research each of the last several years. This year, in honor of her mother, she decided to increase her goal to $2,500. Kinney will also serve as captain of the Middletown TA team, which has set its own ambitious goal to raise $7,000. In addition to the Hudson Valley walk, MTA will also be hosting a fundraising event on Friday, Oct. 2 at Equilibrium in Middletown.

Kinney remembers her mother’s laugh as “infectious.” She was a single mother who raised three daughters on her own in Westchester, Kinney said. When her kids were young, she went back to school to earn her associate degree and then began a career as an accounts clerk at Bronxville Union Free School District. “Anything that she had, she gave,” Kinney said. “She helped us develop into who we are, strong and independent women.”

At this year’s kick-off event for Making Strides of the Hudson Valley, which took place Aug. 19, one of the speakers had metastatic breast cancer, like Kinney’s mother.

“She said, ‘You know, I can’t get more time in my life, but I can put more life in my time,” recalls Kinney. “That really spoke to me.”

Want to get involved? Join a team and share your pictures and stories with us at united@nysut.org or tag us @NYSUT on social media.

Hundreds convene for NYSUT's Unplugged conference

Fri, 25 Sep 2026 17:28:00 -0400

Albany, NY – Today New York State United Teachers brought together more than 500 educators, parents, lawmakers, medical experts and advocates for "Unplugged: Reclaiming Human-Centered Education," a full day conference delving into the growing role of technology in classrooms and how schools can harness technology while keeping teaching, learning and human connection at the forefront.

View highlights here.

"This is not an anti-technology conference," said NYSUT President Melinda Person. "Technology can be incredibly useful. It can open doors, provide access, and help educators do things that wouldn't have been imaginable a decade ago. But there's a big difference between teaching children how to use technology, or using technology as a tool, and designing education around technology. We need this conversation, but I hope we can all agree on where this conversation should begin — with children and what is best for them."

"Education is fundamentally a human endeavor," said New York State Education Commissioner Betty A. Rosa. "All of us bear responsibility for protecting our young minds. At the end of the day, let us prepare our students without surrendering curiosity, creativity, problem-solving, relationship building, and the joy of learning."

"We all know that laws and lawsuits are only part of the work," said New York State Attorney General Letitia James. "Teachers are the people seeing how this technology actually impacts the classroom. You see what students learn, what distracts them, what gets in the way of the relationships that make education possible. As the debate around how AI is used in schools continues, we want you at the table, because no one is better equipped to decide what is best for our kids than teachers."

The conference featured keynote speaker Jared Cooney Horvath, Ph.D., M.Ed., a neuroscientist, educator and best-selling author, who explored what research tells us about how technology affects the brain and student development.

"Tech will never be a learning tool," said Horvath. "It is there for experts to get work done; it's not there for kids to learn to become experts. We don't need more tech training; we need more understanding and literacy. Tech is not an equity tool. If you want genuine equity, make sure every kid has a good teacher and a good school."

The day's discussions continued with three panels examining the lessons learned from the last decade of increasing technology use schools, the role of artificial intelligence in supporting — or undermining — student learning, and the future of technology in education. Panelists included American Federation of Teachers President Randi Weingarten and New York State Senator Shelley Mayer.

"When there is no federal guidance or guidelines, it makes all this worse. There is a potential for good with this technology, but it is also so big and — given what researchers have said — so dangerous, that the guardrails are really important. Do you think we had seatbelts in cars when we started driving? We have to advocate for guardrails so that we keep people safe. Humans have to be in charge of the technology; the technology cannot be in charge of us," said Weingarten.

"This conversation is front and center in the Legislature and we want to be in the lead nationally and take on what we think are companies taking advantage of our kids for their own profit," said Mayer.

During the lunch program, Megan Garcia Esq., a mother, attorney and child safety advocate, shared the poignant story of her son, Sewell, and how an AI chatbot companion contributed to his untimely death. Garcia spoke about how her son was being manipulated at a sophisticated level and had signaled various times to the AI bots that he was having suicidal ideations. Since his passing in 2024, she has become the first person in the United States to file a wrongful death lawsuit against an AI company.

"As parents and teachers and people who love and care about children and have the privilege of nurturing them through life, if we all know about this danger, we can all find a solution together — while the law gets caught up to where it needs to be — to protect our beautiful children," said Garcia.

Background: "Unplugged" builds on NYSUT's 2024 "Disconnected" conference, which brought together nearly 500 educators, parents, students, lawmakers and other stakeholders to discuss the effects of cellphones and social media on children, schools and learning, and resulted in the state’s bell-to-bell policy for distraction-free classrooms.

NYSUT has advocated for developmentally appropriate limits on educational technology, including restrictions on student-facing AI and one-to-one devices for younger students. The statewide union has emphasized the importance of ensuring educators, parents and students have a voice in decisions about how technology is used in schools. "Unplugged" continues these efforts that put the best interest of students ahead of big technology corporations.

The show must go on for Levittown music teacher

Molly Belmont — Wed, 23 Sep 2026 16:24:00 -0400

Lisa Levenberg, a vocal music teacher and high school theater director for Levittown schools, could have retired three years ago.

“I haven't yet because I just love my job,” she said. “I thought last school year was going to be my last, and then during the show, I turned to my former student, Jake, who works on the shows with me, and I said, ‘I’m not done yet.’”

For Levenberg, whose career has spanned 33 years and more theater productions than she can count, the play’s the thing.

“I love the collaboration,” said Levenberg, a member of Levittown United Teachers. “I love those ‘A-ha’ moments. Those moments when it all comes together, and the audience is out there wildly applauding, and my students get to see a payoff for all their hard work.”

Levenberg’s own theater career began as a middle schooler when her father got her and her siblings involved in community theater. Those early curtain calls gave her self-assurance, and trying different roles gave her a chance to do something outside of herself.

“I think it just gives students confidence, and it lets them shine. In schools, a lot of times it’s all very sports oriented. The athletes shine. The very academically minded kids shine. I think theater gives other kids a chance to shine,” she said. “That's my favorite thing, when other teachers will be like, ‘Are you kidding me? That one did that on stage? They don't say boo in my class!’”

Levenberg established a drama club during her first job at Jonas Salk Middle School in Levittown. In 2013, she transferred to General Douglas MacArthur High School and took over the theater program there and at the district’s second high school, Division Avenue High School, but she also continued to run productions at the middle school; in total, she directed four productions a year, on top of her full-time teaching schedule.

“For the middle school and Division High School, I'll do those rehearsals in the afternoon, and then I will do my rehearsals at MacArthur at night,” she explained.

She gives a lot of credit to her production team. “We have a really good, tight team,” she said. “The best part is that they’re all former students.”

Levenberg works alongside three MacArthur graduates: Helen Papayannakos, a music teacher at Lee Road Elementary and Levittown UT building rep; Jennifer Malin, who works at a local pre-school, and Jake Schauder, who is pursuing his degree in music education. “We’ve been together for a long time,” Levenberg said.

Last year, when Levenberg was nominated for one of the prestigious Roger Rees Awards, it was Schauder, Malin and several other former students who showed up at Levenberg’s classroom on her birthday to deliver the exciting news: she had won the Broadway Education Alliance Award for Excellence in Innovative Theater Arts Education.

“I was just completely shocked. I was not expecting that,” she said. “My students went a little crazy. They were cheering and clapping. It was a big thing.”

Through it all, Levenberg continues to try to create inclusive spaces.

“I try to bring together people from all different aspects of the school,” she said. “It gives them a chance to express themselves in a way that might not normally be available during the regular school day.” She casts football players and students with autism. She brings in teachers from other departments to play niche roles and invites parents in to build sets. “I like it to be a school-wide event as opposed to, ‘This is a music thing,’ or ‘This is a sports thing,’” she said.

She also looks for opportunities for students to run with their creativity and take ownership of show-stealing moments.

In the show, “Alice by Heart,” Levenberg needed rose petals to magically fall from the sky. “I have several kids who are like stage crew whizzes. They are super passionate about making things work,” she said.

For this challenge, they came to school with boxes, magnets, and other contraptions. It took a great deal of trial and error, she said, but after dozens of iterations, they created a system that worked.

“When they saw these rose petals filtering down through the light, you heard this collective gasp from the audience,” she recalled. “And the kids who figured it out were thrilled. They took so much pride in that.”

Photo Gallery

Back to school: Are screens helping students or hurting them?

Molly Belmont — Fri, 18 Sep 2026 16:32:00 -0400

Students across the state are back in school this week, and according to many members, that means a return to excessive screen time, the result of administrators increasingly prioritizing screen-based educational software.

Each week, Lesli Deninno’s first-grade students are supposed to clock a prescribed amount of time on Raz-Kids and ST Math, proprietary educational software.

“I am putting the kids on these programs a certain amount of hours per week, but if you read all the research, it's the exact opposite,” said Deninno, president of the Rockville Centre Teachers Association. “This is not what kids really need. There are so many articles written on this, and it's just counterproductive.”

Over the last decade, in schools across the nation, administrators scrambled to replace old-fashioned paper-and-pencil learning with the latest laptops and tablets. However, a growing body of research is showing that so-called ‘old-fashioned tools’ might actually be better learning tools. A 2024 study “Turning the Page: What Research Indicates About Print vs. Digital Reading” that appeared in Oklahoma Education Journal concluded that young students who spend 10 hours reading print materials will exhibit six to eight times higher levels of reading comprehension than students who spent the same amount of time reading on digital devices, and a 2025 neuroscience study that appeared in Life, concludes that handwriting does a better job than typing when it comes to supporting letter recognition, spelling, reading fluency and memory retention, particularly for young children.

Educators who have seen first-hand what the digital revolution has done to students are starting to raise the alarm.

First-grade teacher Rebecca Donders, a member of the Half Hollow Hills TA, said screens shouldn't replace high-quality, in-person instruction.

"I believe that technology is highly motivating for students and has merit when used appropriately in conjunction with teacher guidance; however, it should not replace quality interdisciplinary instructional experiences, as students' lives will require not only tech experience and skill, but 'face-to-face' social interactions, creative thinking, and grit. This is especially important in early childhood development."

Laura Schmidt, a teacher at Tonawanda Middle/High School and member of the Tonawanda Education Association, who pegs her students’ classroom screentime at four hours a week, said increased screen usage is contributing to declines in writing skills, reading stamina, and critical thinking, all of which has been bolstered by the latest research.

“Check out the decline in reading scores that began in 2017, when most districts went 1:1 with devices,” Schmidt said. “Children need a caring professional to learn to read, not a screen.”

When statewide digital testing and instruction is mapped against results on the National Assessment of Educational Progress or "the Nation's Report Card," a striking pattern emerges: NAEP reading and math scores declined −1 to −2 points per year after statewide digital adoption, as highlighted in Jared Cooney Horvath’s book, The Digital Delusion.

These drops began before the pandemic, and align with districts moving to one-to-one devices, not the COVID-19 lockdown, Horvath writes. Even more striking, the patterns are duplicated globally with drops in international tests occurring during the same period of digital conversion.

Pamela Puttre, a high school English teacher and member of the Hendrick Hudson EA, calculates that her students are spending more than 20 or more hours a week on screens, and that’s leading to more off-task behaviors and distractions, shortened attention spans, and an overreliance on AI – not to mention academic dishonesty.

“Students’ reading, writing, comprehension and critical thinking skills have all declined over the last six years, and we struggle with students cheating,” said Puttre. “The primary struggle is that students do not see using AI Chatbot as cheating in many cases.”

But what’s worse than that? It turns out AI cheats students, too.

A 2025 study from researchers at MIT's Media Lab demonstrated that when students use AI, it harms their critical thinking skills and memory and retention, and a 2026 Brookings Institution’s Center for Universal Education study concluded that AI’s risks to students far outweigh any potential benefits.

And educators say those kinds of trade-offs are too big for students to weigh on their own. “In my opinion, and in my observation as a professional for more than 30 years in the classroom, high school students' brains are not mature enough or sophisticated enough to anticipate the long-term damage that skipping out on learning will have,” Puttre said.

In May, NYSUT’s Board of Directors passed a resolution that calls for developmentally appropriate limits on screen time and artificial intelligence in New York schools – especially for the youngest learners – while affirming that educators, not technology companies, should drive decisions about how technology is used in the classroom.

NYSUT will continue this conversation at next week’s “Unplugged” event, which will bring together educators, researchers, parents and policymakers to discuss technology trends and explore what it takes to create healthier, more effective learning environments.

Free NYSUT poster celebrates Hispanic Heritage Month

Fri, 18 Sep 2026 14:17:00 -0400

NYSUT celebrates Hispanic Heritage Month, Sept. 15 through Oct. 15, with a poster honoring Arturo Alfonso Schomburg (1874–1938) who spent his life preserving Black history. A historian, writer, curator and activist, Schomburg was the son of a Puerto Rican merchant of German descent and an Afro-Caribbean woman from the Danish West Indies (now known as the U.S. Virgin Islands).

As a youth growing up in Puerto Rico, Schomburg experienced racism and was appalled when a teacher in San Juan told him that Black culture lacked any prominent individuals or noteworthy history. He dedicated his life and work to refuting this claim. In 1911, he co-founded the Negro Society for Historical Research.

Schomburg was an important intellectual figure in the Harlem Renaissance, and he was dedicated to studying, collecting, and documenting evidence of Black achievement. His collection included artworks, manuscripts, slave narratives, original newspapers published by Frederick Douglass, poems by Phillis Wheatley, correspondence belonging to Toussaint Louverture, and other artifacts. He was also a prolific writer and published articles in several Black periodicals, including the Negro World, The Crisis, The Messenger, Opportunity and The Amsterdam News.

In 1926, his collection was acquired by the New York Public Library. One hundred years later, the Schomburg Center for Research in Black Culture, containing more than 11 million items, is a world-leading cultural institution devoted to the research, preservation, and exhibition of materials focused on African American, African Diasporic, and African experiences.

The poster is available for download in English-language and Spanish-language versions; limited quantities are free for NYSUT members and leaders at the statewide union’s online publications ordering catalog, nysut.org/publications.

Hundreds call on Gov. Hochul to reject Trump voucher scheme

Wed, 16 Sep 2026 18:50:00 -0400

Hundreds of New Yorkers from dozens of labor, parent, education and civil rights groups stood shoulder to shoulder in Manhattan Wednesday morning urging Gov. Hochul to reject President Trump's taxpayer-funded private school voucher program. Together the groups called on the governor to opt out of the program, which would reroute public tax dollars to private schools.

"It is a tax scheme, and it is not about investing in our students, investing in our children. The point is divestment from public schools," said L. Joy Williams, President of the NAACP New York State Conference. “We have as a state — this legislature, this governor —invested and continue to invest in public education. Continue that trend. Continue that path. Don't opt us into this destruction of our public schools.”

"Some will tell us this is about free money from the federal government," said Melinda Person, NYSUT President. “There is no such thing as free money. At a moment right now where Washington is planning cuts to Title I and IDEA — the fundamental federal programs that fund students in poverty and students with special needs — they're planning to cut those programs as this grows across the nation. We cannot let this happen.”

Because these private schools could accept public money with no public accountability, they would remain free to reject students for nearly any reason, raising real concerns about whether public dollars would be used equitably and fairly.

"Vouchers are not about school choice," said Randi Weingarten, AFT President. “Vouchers are about allowing private schools to pick and choose who they admit, leaving the most vulnerable children behind.”

Ninety percent of New York's children attend public schools, and New Yorkers agree that's where the money should stay; in recent polling more than 60 percent of voters said taxpayer dollars are better spent improving public schools, compared to just 8 percent who favor sending them to private school vouchers.

"Diverting hard-earned taxpayers’ dollars into private schools’ vouchers directly strips vital funding away from our neighborhood public schools," said Anthony Reid, President of the Metro NYC Chapter of the A. Philip Randolph Institute. “Public funds for public schools. Period.”

Every other state that has tried voucher programs has seen devastating results, draining public school funding and showing no evidence of improved student outcomes. "When children leave our public schools as a result of vouchers, there’s less funding available for programs and staff," said Mario Cilento, NYS AFL-CIO President. “It is as simple as that.”

"We don’t have to guess what will happen if Gov. Hochul opts into Trump’s voucher program," said Michael Mulgrew, UFT President. “The evidence is already clear in the other states that started their own voucher plans. Public schools lose funding while an ever-growing amount of taxpayer money is given to private schools that have no accountability to anyone — none.”

New York doesn't have to repeat the mistakes of other states.

"As legislators, our primary responsibility is to ensure that New York’s public schools meet the needs of every child," said Sen. Shelley Mayer, NYS Senate Education Chair. “I continue to have concerns about the impact of this proposal on New York’s public schools and public school families. We’ve worked hard to provide resources to nonpublic school students when schools can’t meet their needs or when circumstances require it. We will continue to work to ensure all students have what they need regardless of school setting. It is important that any new resources do not undermine public schools that must accept any and every child.”

"In fully funding Foundation Aid in recent years, Gov. Hochul has shown true conviction when it comes to prioritizing public education," said Sen. John Liu, NYS Senate New York City Education Chair. “It would be paradoxical to negate that progress by buying into Trump’s federal voucher scheme, which is designed to siphon money away from public schools. At a time when NYC is finally beginning to make real progress on reducing class sizes, building new schools, and hiring teachers, Governor Hochul must stay the course and reject these vouchers to protect the long-overdue and hard-fought investments in New York's public schools.”

"Extraordinary work is happening in public schools across New York every single day,” said Michael Benedetto, Chair of the Assembly Education Committee. “In the Assembly, we stand for policies that put taxpayer dollars where they belong: making our public schools the best they can be for every student who walks through their doors. Diverting that funding to unaccountable private institutions isn’t the answer; investing in the schools that serve our communities is.”

NYSUT statement on New York Inspires and Regents exams

Tue, 15 Sep 2026 13:06:00 -0400

Statement from NYSUT President Melinda Person regarding the Board of Regents’ vote to implement the next phase of New York Inspires:

“New York is right to rethink a system that too often measures a student’s success by performance on a single high-stakes exam. We support the direction of NY Inspires — maintaining high academic standards while creating more meaningful ways for students to demonstrate what they know and can do.

As this work moves forward, the details will matter. We look forward to working with the State Education Department and Board of Regents to ensure educators have a strong voice in implementation, schools have the resources and support they need, and every student has access to rigorous, high-quality learning opportunities.”

Read more about the decision from the New York State Education Department.

Resources:

NYSUT’s More Teaching Less Testing task force report

No robot teachers; protect human-centered learning

Molly Belmont — Mon, 07 Sep 2026 20:00:00 -0400

When the Salamanca City Central School District’s plan to install “Sally” — a silicone-skinned, humanoid, AI-powered robot manufactured by Realbotix — in a local classroom this fall became public in July, educators and parents were alarmed.

“A robot built by a company associated with sex dolls has no business in our classrooms,” said NYSUT President Melinda Person. “Our students don’t need robots. They need real relationships with caring adults.”

Thanks in part to issues raised by NYSUT and local parents, the New York State Education Commissioner sent a letter to the district expressing concerns over the plans. Soon after, New York state Sen. Shelley Mayer introduced new legislation that would prohibit school districts from using AI-enabled humanoid robots to perform the duties of an educator.

Salamanca responded by announcing it was putting a hold on the robot project, but concerns linger about the appropriate role of technology in classrooms.

“NYSUT is committed to fighting thoughtless expansion of this technology,” Person said, “and we will explore every avenue necessary to protect human-centered learning in Salamanca and in every classroom across this state.”

The commonly held assumption has been that more technology equals better learning outcomes, but a growing body of research shows that technology and AI is actually having an adverse impact on everything from attention spans and mental health to social interaction and motor skills, and that’s giving parents, educators and policymakers pause.

At City & State’s annual Education in New York Summit in August, NYSUT Executive Vice President Jaime Ciffone spoke to educators and policymakers about how to build future-ready learning environments and the place of technology and AI in classrooms. Ciffone emphasized the need to create authentic learning experiences for students and the importance of giving educators a meaningful voice in their classrooms.

Asked what year New York should realistically expect the first robot teacher, Ciffone answered without hesitation. “Never,” she said, eliciting loud cheers from the audience. “Teaching is a human-centered profession.”

“NYSUT is calling for strict and developmentally appropriate limits on AI and screentime in our schools and in our classrooms,” Ciffone continued. “Any approved artificial intelligence used must be supervised, educator-led, and aimed at critical thinking rather than replacing human judgement.”

In May, NYSUT’s Board of Directors passed a resolution that calls for developmentally appropriate limits on screen time and artificial intelligence in New York schools — especially for the youngest learners — while affirming that educators, parents and families, not technology companies, should drive decisions about how technology is used in the classroom.

In September, NYSUT will host “Unplugged”, a convening of educators, researchers, parents, and policymakers to examine the data around technology use and explore what it takes to create healthier, more effective learning environments for students.

“Educators are not anti-technology. We are pro-child,” Person said. “Every decision made in the name of innovation must actually serve the students in our classrooms, and NYSUT will lead that fight.”

Buffalo-area unions, community come together for a back-to-school giveaway and job fair

Riley Ackley — Thu, 03 Sep 2026 14:32:00 -0400

As we enter the 2026–27 school year, NYSUT members from across New York have been working together to ensure their students have all the tools they need for success.

In Buffalo, educators worked alongside NYSUT’s Social Justice Department, the Buffalo Common Council, the Buffalo Central Labor Council, legislators and several unions and nonprofits to organize a back-to-school backpack giveaway. The event was held on Aug. 29 at East High School and offered an array of activities for children and their families, including a barbeque, haircuts and a voter registration drive.

An estimated 1,500 backpacks were donated, each stuffed with school supplies. Other items available included shoes to help students feel good on the first day and books to help encourage young learners to love reading.

“One thing we want to do is make sure kids feel confident coming into school with the materials they need to succeed,” said Lashonda Bradberry, a member of the Cheektowaga Central Teachers Association. “Everybody knows that when you look good, you feel good and when you feel good, you’re ready to learn.”

The celebration also featured a union-led job fair to encourage members of the community to apply for building trade apprenticeship programs and for jobs in healthcare, government, service work and other industries.

“When unions work together, we stick together, we get things done, and that’s what I saw today,” said Bradberry.

Photo Gallery

Guardians of Lake Ontario:
NOAA grant helps educators build authentic learning experiences

Molly Belmont — Tue, 01 Sep 2026 16:56:00 -0400

It’s early August, but you wouldn’t know it by the buzz of student activity at CiTi BOCES. In one classroom, students are studying shoreline erosion along Lake Ontario using painted pebbles. Next door, students have built water filters to trap microplastics, and just down the hall, students are creating videos to highlight lake wildlife.

Meet the new Guardians of Lake Ontario, a group of 70 Oswego County fourth- and fifth-graders who are attending the Guardians of Lake Ontario Sanctuary Camp, a week-long, hands-on summer camp at CiTi BOCES in Mexico, New York.

Funded by a grant from the National Oceanic and Atmospheric Administration, the camp is designed to raise awareness about this national marine sanctuary.

But the camp also serves as an authentic learning lab, where students get to choose from nine different camp themes, each of which is rooted in real-world issues and features a high degree of project-based learning and problem-solving.

Each unit was designed by local educators, whose own curiosities were awakened during three days of professional development hosted by CiTi BOCES. The goal of the training was to help educators incorporate more authentic learning experiences into their classrooms, in preparation for the transition to New York’s new Portrait of a Graduate framework.

During an Inspiration Day at Sterling Nature Center, K-12 educators from across the region heard from a dozen different speakers who addressed everything from the lake’s Native American history to its distinct meteorology.

“We learned about the shipwrecks, which really caught my attention because I had no idea that there were hundreds of shipwrecks at the bottom of Lake Ontario, and I’ve lived in Central New York my entire life,” said fifth-grade teacher Caroline Wilkinson, a member of the Mexico Academy Central School Faculty Association. “Instantly I was hooked, and I thought, ‘I think I can hook the kids, too.’”

Wilkinson introduced her students to the lake’s maritime history and used VR headsets to explore the sunken ships. Then they took what they’d learned to theorize about the causes of the so-called “Mystery Ship,” a fully intact 19th century schooner that was discovered on the lake bottom last year, Wilkinson said.

In Amy Engle’s classroom, students learned about Lake Ontario’s growing erosion crisis. Using tiny pebbles painted red and blue, her students traced the effects of water and wind on the shoreline and learned about the vital role barrier bars play in protecting homeland for both humans and wildlife. Engle paired the instruction with mindfulness practices, including yoga and tai chi to help students with emotional regulation and stress management. “The connections the students made to the lakeshore, to nature, and to themselves are what will make them lifelong Guardians of Lake Ontario,” said Engle, a math teacher and member of Mexico Academy CSFA. “They found joy, peace, and quiet through mindful activities they can carry with them anywhere.”

After Inspiration Day, Beth Holden, a math and ELA teacher and member of Mexico Academy CSFA, decided to focus on microplastics. During a field trip, Holden and her students took water samples and examined them with magnifying glasses. Using brine shrimp, she demonstrated how microplastics disperse throughout the food web. Then, she held a town hall, where students posed as business owners, lake visitors, and wildlife to debate the future of plastic.

Educators say authentic learning experiences are a powerful tool. “Students are learning more than I would have planned for them, because they are excited and engaged,” said Engle.

Marissa Ackerman and Kristen Clapp, whose unit on lake ecosystems featured nature hikes, species identification, and journaling, say they already have plans to bring these activities back to their own classrooms this fall, and they hope that the shift to the more interdisciplinary Portrait of a Graduate will leave more room for science, and perhaps more importantly, student choice.

Clapp, a fifth-grade teacher and member of the Oswego Classroom Teachers Association, lamented the lack of time devoted to science. “If we had more time and resources to bring in cool artifacts, trips, and experiences, I think it would be very beneficial for our students.”

Ackerman, of Hannibal FA, agreed. “Science is so important and there’s just not enough time allotted for it,” she said. “I think it could really lead to some successful things if adults had more choice in our day, and we could give extra choice to kids.”

UUP members ratify “historic” contract by overwhelming majority

Ben Amey — Fri, 21 Aug 2026 11:19:00 -0400

Contract ratifications get the headlines, but the work begins long before negotiating teams put pen to paper and members vote. For United University Professions President Frederick E. Kowal, that work began over a year ago.

“Realizing what was happening in Washington and the effects of the Big Ugly Bill and the effects on the state budget, we knew we needed to get negotiating,” he said. The state landscape was also an important one: UUP’s contract could expire in June 2026 with the legislature out of town, the governor in the middle of a gubernatorial campaign, and tighter budgets.

So, the UUP team got to work through the summer of 2025 into the fall, narrowing down their demands and putting together a tight set of proposals before a meeting with the governor in September. After some delays, the team got to the negotiating table in February. They had a tentative agreement by June 2.

“The negotiating team worked incredibly hard and got it done,” said Kowal. “To their credit, the state, the governor’s office, were very good partners.”

“It is a historic agreement on so many grounds.”

The contract is a five-year deal totaling around $3.5 billion dollars, a significant increase from previous contracts. The monetary benefit to UUP members is also significant, with a 4.5 percent salary increase coming in October, the biggest since contracts of the late 1980s or early 1990s. Over the life of the contract, wages will rise 19.3 percent.

Also included in the contract are longevity raises for members who work for more than 17 years, and those already beyond that threshold get a retroactive bump. Another important win was increasing per-course minimums for adjuncts – up to $7,000 per course for adjuncts at University Centers by the end of the contract. Substantial increases in geographic pay were also achieved, with Ulster County being included in those increases for the first time, along with more money for residents of the state’s three teaching hospitals.

But what has really caught the attention of members, and unions nationwide, is the language regarding artificial intelligence.

Building off the language advocated for by NYSUT, UUP and the New York State AFL-CIO in the AI LOADING Act, UUP is now among the first bargaining units in the country to establish grievable AI protections into contract language. The contract stipulates that humans must be in charge and that work done at UUP-represented campuses must remain human work, not AI work. For evaluations, AI can be used as a tool, but a human must still be in charge of the evaluation itself.

“I’ve been reached out to by unions across the country asking to use this language as a template,” said Kowal. “It’s that good.”

From the beginning, Kowal tasked his team with engaging the more than 42,000 UUP members in the process, sharing more information with members than they ever had before. After the tentative agreement, the team held virtual information sessions on every campus to answer all the questions members had. In the end, that work paid off.

The contract was approved by 97.7 percent of eligible members who voted, one of the largest ratification margins in UUP’s 53-year history.

“This is a signal to the governor, to the legislature, to SUNY, that members are engaged,” said Kowal. He credited the work of the larger union ecosystem in the state with helping get the on-time contract.

“The leadership of NYSUT in Melinda Person, the leadership of AFT President Randi Weingarten, the leadership of the AFL-CIO in Mario Cilento, they were really helpful in us getting those early dates for negotiations.”

Now UUP members get to look to the upcoming semester with anticipation, knowing they have a strong agreement, and union, behind them. “We had to be credible, we had to be responsible, and we were,” said Kowal. “And we got a damn good contract.”

NYSUT issues 2026 endorsements for U.S. Congress, State Senate and State Assembly

Tue, 18 Aug 2026 17:08:00 -0400

Today, the statewide union’s 82-member board of directors approved endorsements for the General Election on Nov 3, 2026.

“New York’s educators know that elections have real consequences for our students, public schools, and working families who keep our communities strong,” said NYSUT President Melinda Person. “These candidates endorsed by NYSUT have demonstrated a commitment to public education, to the professionals who serve our students every day, and to the policies that give working families the opportunity to thrive. I urge our members and all New Yorkers to make their voices heard this Election Day – our collective future is on the ballot, and every vote counts.”

The NYSUT endorsement process is a member-driven, non-partisan system that begins with local member recommendations in each district. Endorsed candidates receive grassroots support from NYSUT members, including phone banking, door knocking and literature distribution. The union also makes financial contributions from voluntary donations through VOTE-COPE, the union's non-partisan political action committee.

The complete endorsement list can be found here.

NYSUT ELT simplifies graduate work for members

Molly Belmont — Mon, 17 Aug 2026 15:36:00 -0400

After six years as an elementary teacher, Kenneth Aubin had a calling to teach middle schoolers.

“I have always felt that I worked better with the older end of the spectrum of students,” said Aubin, a member of the Green Island Teachers Association. “I like the depth of conversations that you can have with middle schoolers and listening to how they process things.”

To update his certification, Aubin took a 10-week college course, “Middle Childhood and Adolescent Development” over the summer using NYSUT’s ELT graduate education program. He was able to finish the coursework just in time to teach middle school math this fall — and all at a fraction of what the course would usually cost.

“It was nice having the discount because of my NYSUT membership,” said Aubin. “It made it much more like affordable because I didn’t have to come up with the whole amount out of my own pocket.”

For decades, NYSUT ELT has been partnering with higher education institutions to deliver high-quality graduate education programs to members, on their terms, at prices they can afford.

Educators who are looking to make the move from initial to professional certification can choose from an array of master’s degree programs at Mercy University or Empire State University – all offered conveniently online.

Educators can also complete additional certifications to advance their careers, including in-demand titles like Students with Disabilities, School Counselor, Career and Technical Education, Literacy, and TESOL.

All ELT courses have been reviewed and approved by the New York State Education Department, plus many are offered on accelerated schedules.

Along with the affordable price point and convenience of ELT, members say they also appreciate the fact that ELT instructors are veteran educators themselves.

“The assignments are meaningful and relevant, allowing me to immediately apply new strategies in my classroom,” said Melissa Hrycko, a pre-K teacher for Weedsport Central School District and a member of the Weedsport Teachers Association.

Hrycko is pursuing her Students with Disabilities certificate and has taken multiple graduate-level courses through ELT focused on special education, behavior management, assessment, and instructional practices.

“I wanted to deepen my understanding of special education law, assessment, intervention, and inclusive practices so I can better support children,” said Hrycko. “The experience has been engaging, practical, and immediately applicable to my work as a pre-K teacher.”

When it comes to professional development, educators agree that ELT is the way to go.

“The most valuable aspect of ELT has been its flexibility and the quality of the instruction,” said Hrycko. “As a full-time teacher, I appreciate being able to balance coursework with my professional responsibilities.”

Babylon TA expands paid parental leave

Emily Allen — Mon, 03 Aug 2026 14:40:00 -0400

Babylon Teachers Association member Maddie Sollecito is expecting her first child this November, a baby girl. Along with the excitement of welcoming her daughter, she said she’s grateful she will have at least three additional weeks at home to bond with her newborn, thanks to an enhanced paid parental leave benefit secured by her union.

“I’m feeling all the nerves as a first-time parent, so this is a huge relief,” Sollecito explained.

The high school math teacher said she’s working toward buying a house with her husband and was stressed about potentially needing to take unpaid time to stay home with their baby.

“We’re just trying to take the next step for our family and so the fact that we now get those extra paid weeks at home definitely gives me peace of mind to know that we won’t be set back financially. It just takes one less thing off our plate in terms of worry,” she said.

At the end of the 2025-26 school year, the Babylon TA ratified a new four-year contract that provides an additional 15 school days of employer paid maternity/paternity and adoption leave. BTA members can then take an additional six calendar weeks from their own personal sick bank.

“For some, it will work out to a lot more than nine weeks because holidays and summer vacation do not count,” said Babylon TA President Rob Richardelli. “So, if the baby is born the last week of school for example, they can skip over summer and take the rest of their time in September.”

The new collective bargaining agreement also includes in vitro fertilization (IVF) as part of the four hours allotted for annual cancer screening.

“A member requested it in an open response form we sent out asking what members would like to see enhanced in the contract,” Richardelli explained. “For IVF, you’re very much on a schedule and it’s very time consuming, so we were able to secure this to help.”

Sollecito shared, “Rob and the negotiating committee really took the time to hear everybody’s concerns and it truly felt like they read every single person’s response and went to bat for us, which is awesome.”

Richardelli said paid parental leave has been the hot ticket item in local negotiations. “It’s something that is incredibly important to younger staff as a condition of employment. And there’s definitely that feeling of inequity in terms of retirement and being able to hang onto their sick days and be able to get paid at the end for that time. I really think it’s important to have an open and honest conversation about it and being able to attract high quality teachers to the district.”

“There are a lot of people my age or younger that are now getting hired and there’s a few of us that are pregnant,” Sollecito shared. “Considering just how expensive it is to live on Long Island, this makes it more feasible for newer teachers to start a family and allows them to see a future here.”

NYSUT lawsuit seeks to halt Diamond Charter School relocation

Tue, 28 Jul 2026 08:59:00 -0400

New York State United Teachers today filed a lawsuit seeking to stop Diamond Charter School from opening in West Hempstead instead of Hempstead, the community where the school originally applied for and received approval to operate.

The filing calls for a preliminary injunction and temporary restraining order against the authorizing entity, SUNY, including its Board of Trustees, Charter Schools Committee and Charter Schools Institute, as well as Diamond Charter School and other respondents.

The suit lays out how SUNY Charter Schools Committee approved Diamond Charter School's request to relocate from Hempstead to West Hempstead despite failing to follow legal requirements designed to ensure transparency, public participation and accountability. SUNY Charter Schools Committee allowed the revision to move forward without providing statutorily-required analysis of the impact that the move would have on families or on the districts as a whole, and in the face of near-unanimous community opposition.

"This isn't just about one school. It's about two communities that were ignored," said NYSUT President Melinda Person. "People in Hempstead and West Hempstead spoke out, showed up and made their concerns clear, but SUNY Charter Schools Committee pushed ahead anyway. This pattern of blatant disregard for the law and for the communities our public institutions are supposed to support is why we're asking the court to step in."

Hempstead residents would face the consequences of a charter school approved for their district operating somewhere else entirely, while West Hempstead taxpayers, families and schools could bear the financial and logistical impacts of hosting a charter school that was never approved to open there.

The relocation would additionally inject unnecessary instability into students' educational experience by allowing a school to open in one community and then move to another just 18 months later. Because the schools are supposed to prioritize admissions in the district where the school is located, the resulting uncertainty would disrupt enrollment, transportation and family schedules, while leaving students caught in the middle of a process that remains mired in legal and logistical questions.

Residents, educators and community leaders in both communities overwhelmingly opposed the proposal during public hearings and through hundreds of written comments. And notably, the Board of Regents rejected the proposal in May and voted to send it back to SUNY Charter Schools Committee for reconsideration, citing concerns about public opposition, lack of transparency, transportation challenges, enrollment issues and insufficient analysis supporting the move. Rather than addressing those concerns, SUNY Charter Schools Committee simply approved the proposal a second time.

Today's filing is the latest in a series of legal challenges brought by NYSUT regarding SUNY Charter Schools Committee’s authorization process, including litigation filed earlier this year challenging the approval of charter schools beyond the statutory cap and a separate challenge to charter approvals in Brentwood and Central Islip that were also rejected by the Board of Regents and vehemently opposed by the communities.

The petition was filed in Albany County Supreme Court by NYSUT and parents and educators from both the Hempstead and West Hempstead communities.

View the filing here: https://nysut.docsend.com/view/5nhy56trq6wg9gxp

Letter to Commissioner Betty A. Rosa and the Members of the New York State Board of Regents

Mon, 27 Jul 2026 07:39:00 -0400

To: Commissioner Betty A. Rosa, New York State Education Department; Chancellor Lester W. Young, Jr., and the Members of the New York State Board of Regents

Governor Kathy Hochul; New York State Legislators

July 26, 2026

Dear Commissioner Rosa, Chancellor Young, and Members of the Board of Regents:

First, we write to say thank you.

When the Salamanca City Central School District’s plan to seat “Sally” — a silicone-skinned, humanoid, AI-powered robot — in a high school classroom became public this month, parents and educators raised their voices. The Department engaged quickly, met with the district and put its concerns in writing. Within hours of Commissioner Rosa’s July 24 letter, the district announced it was putting the project on hold. That is what community voice and public oversight are supposed to look like, and we are grateful to everyone who acted.

But what stopped this robot was not a law. It was not a regulation. It was not any policy of the State of New York, because no such policy exists. It was an investigative news story, the parents and educators who read it, and a Commissioner’s letter. Had those pieces not fallen into place, “Sally” would be seated in front of students this September and nothing on the books would have required a single question to be asked first.

Note, too, what the district’s pause is scoped to: “enhanced student data privacy agreements.” While privacy is an essential consideration, it was never the whole problem. Privacy paperwork cannot tell us whether a machine engineered to mimic a human being belongs in front of children at all.

This will happen again. The vendor in this case has said so itself. Realbotix calls Salamanca its “flagship deployment” and describes it as the start of “a new era” in which humanoid robots become “standard tools” in America’s classrooms. It seems certain that the next sales pitch has already been made. The only question is whether the next district will have an investigative reporter, an organized community and a Commissioner and a union paying close enough attention.

Below you’ll find some of the questions Salamanca’s parents and educators would have asked, had anyone thought to include them before the purchase order was signed. Welcome as the pause is, it has not answered these questions.

On the process and management of this robot program:

Realbotix markets its product as an “AI-powered teacher’s assistant.” In New York, teaching assistant is a certified title held by trained human professionals who are fingerprinted, background-checked and trained under the Dignity for All Students Act. What certificate does “Sally” hold? Which office processed her fingerprint clearance? And if she witnesses something a mandated reporter must report, is she programmed to report it, or to redirect the conversation back to approved content?
Students would log in with unique identification codes so the robot could access their learning data and recall their previous conversations. Realbotix says it will receive no personally identifiable information — but in a school this small, how does an ID code tied to a student’s conversations avoid becoming exactly that?
The district is now, commendably, working through enhanced data privacy agreements with the Department. But a signed agreement under Education Law §2-d is where scrutiny begins, not where it ends. Who has independently verified that no data leaves campus? How long are records of students’ conversations retained, and who is permitted to read them?
What are Realbotix’s data-breach notification protocols? Is the district contractually entitled to immediate disclosure?
Does the “closed system” mean fully “air-gapped” from the internet, or simply that it does not interact with Realbotix’s servers in real time? If a parent requests their child’s conversations be deleted, is there a timely mechanism to do so?
Who decides what counts as a “flagged term” for self-harm or bullying, and what happens if a struggling student doesn’t use that exact terminology? When a term is flagged, what exactly happens next? Who is notified, who calls the parents, or is it simply logged?
In 2023, your Department wisely determined that facial recognition technology is prohibited in New York schools. The vendor said the facial recognition and recording features found in its other robots would simply be left off this one. Has anyone verified this claim? Does “the vendor promised” fit the Department’s compliance standards?
If “Sally” were to “hallucinate,” give a student wrong information, or say something inappropriate, who is accountable: the district, the company, or the robot? Will she be placed on a teacher improvement plan?
Has Realbotix actually gone through independent certification (ISO 42001, FedRAMP Moderate), or is “extensive safety guardrails” just marketing language self-reported by the CEO?

On our students:

This year, the New York State Legislature passed bill S9051-B — by a vote of 60–0 in the Senate, with Salamanca’s own state senator voting yes — that would prohibit providing minors with unsafe AI companion features, including pretending to be human or to feel emotions, presenting itself in a personal or authority-figure role and drawing on what a child said in previous sessions. That bill now awaits the Governor’s signature and, if signed, takes effect January 1, 2027 — midway through what would have been this pilot’s first school year. Has anyone at the district read the bill to determine whether “Sally” would be legal to operate in 2027?
Realbotix’s business background is “companion” robots for loneliness and AI designed to be indistinguishable from humans. What is the risk that a student forms an attachment to this robot, and what happens when it starts to mean more to a young high school heart than any classroom technology should? What becomes of the data from that “relationship”? Have independent child psychologists or pediatric development experts reviewed “Sally,” and if so, what were their findings? And who called for a machine to have access to teenagers’ homework questions and late-night conversations in the first place?
What safeguards keep students from simply offloading their thinking onto the machine — the exact opposite of the critical thinking this pilot claimed to foster?
Where is the independent evidence that any of this improves learning? And if none exists, what do we call placing it in front of children — a pilot, or an experiment?
This partnership reportedly began when a former district colleague met a company investor at a dinner. Salamanca’s students are 79 percent economically disadvantaged, and roughly a third are Native American. Who vetted this vendor and its corporate history? Why do untested, likely predatory “innovations” always seem to find underserved students first? Is “met an investor at a dinner” a procurement and community-engagement process the district recognizes?
AI has long been criticized for perpetuating and amplifying bias found on the internet. Does Realbotix and the District have a plan to monitor and counter such bias as it presents itself in the classroom (beyond its choice of a fair-skinned, young female of presumably European descent)?

On the money:

The district paid $57,590. We have been told this is a “discount” off a $95,000 list price. Add to this a subscription of nearly $2,000 a year for software updates, plus whatever regular maintenance a silicone-skinned robot requires. For that money, the district could hire an actual, human teaching assistant: certified and pre-loaded with real human empathy at no additional annual fee. Why wasn’t that the district’s first instinct?

Finally, a few questions we ask with all the rigor this rollout showed before it was paused:

The district assured everyone that the robot would be stationary and would not roam the halls. If a student elopes from the classroom, would “Sally” give chase at her top speed of zero miles per hour?
Will “Sally” take her turn on the duty rotation — hallway, cafeteria, bus loop — like every other “teaching assistant” in the building?
When “Sally” is out for repairs, will the district call in a human substitute? And will that human being be paid more or less than the robot’s annual software subscription?
A robot built by a company associated with sex dolls has no business in our classrooms. Not a question, just a statement (that we never thought we would have to say it).
How will “Sally” be programmed to react during school fire and active shooter safety drills? Is she programmed to call 911 in an emergency and can she shield a student from danger?

We ask the absurd questions alongside the serious ones because the absurdity is the point and because nothing in current law required anyone to answer even the serious ones. Salamanca will not be the last district a robotics vendor approaches, and the safeguards our students receive cannot depend on which district is next, or on whether a reporter finds out in time. Every question above should have to be answered — fully, publicly, and in writing — before any humanoid, embodied or human-mimicking AI is placed in front of students in any New York classroom.

A call for statewide guardrails

We call on the Department and the Board of Regents, and/or the Governor and the Legislature, to establish clear, enforceable statewide guardrails for artificial intelligence in our schools with specific, heightened protections wherever AI is humanoid, embodied or designed to mimic human relationships so that these questions are asked before a purchase order is signed, not after a news story breaks. Educators, parents and students must be at the table when those rules are written. “Implement first, ask questions later” cannot become New York’s de facto education technology policy.

NYSUT is not anti-technology. We are pro-child. On one point, we agree with Salamanca’s superintendent: schools should teach the proper use of technology, not simply exclude it. So teach students about AI. Have them build it, code it, question it and understand it.Our members do that every day. That is profoundly different from installing a machine engineered to befriend children, and our state’s rules should know the difference.

The tide is already running in this direction. In New York, we have made great strides in reclaiming human-centered education, from restricting cellphone use in classrooms to signing nation-leading online child safety protections into law. Across the country, parents are organizing to demand stronger oversight of AI in their children’s schools. In May, NYSUT and its more than 700,000 members called for strict limits on AI and screen time in schools. And just this month, the largest school district in the nation froze new educational technology purchases entirely until guidance on artificial intelligence is in place.

New York is in a perfect position to lead on this issue, because every question in this letter leads back to the single question that matters most:

What problem facing our students can be better solved by a robot than by a caring adult?

The job that educators do day-in and day-out goes far beyond the facts and figures taught in a classroom: it is grounded in relationships, mentorship, the chance for every child to be seen and heard, and bearing human witness to the growth that takes place during a child’s formative years. No machine, however lifelike its silicone skin, can do that job — and no New York student should be the test case for the proposition that it can.

Salamanca showed that when New Yorkers ask hard questions, the system can listen. Now let us make sure the questions are asked every time, in every district, before the box is ever opened. Our students deserve authentic human intelligence: more relationships, more mentorship, more chances to be known and pushed forward by a great teacher. That is what every student in this state deserves.

Sincerely,

Melinda Person
President, New York State United Teachers

Locals build organizing muscle at LAP

Molly Belmont — Fri, 24 Jul 2026 13:58:00 -0400

This week, local unions returned to the annual LAP conference in Lake George, brimming with news about the wins they have scored so far, thanks to the lessons they learned right here.

Each year, locals from across the state come together for NYSUT’s Local Action Project, a three-year program that helps local leadership develop the tools they need to take on their biggest challenges, including member recruitment, retention, team building and political action.

“This is the program that keeps NYSUT’s wheels turning. It really does start with LAP,” Second Vice President Ron Gross told the LAP attendees at the opening session. “We do such amazing work in this setting, and it really is going to be transformational for your locals.”

“This was just defining for us,” said Jennifer Austin, president of the Fillmore Faculty Association, a third-year local. Austin came on as president three years ago, and said LAP helped her build a driven group of leaders, united around a common mission. The local also used what they’d learned at LAP to run a successful election to flip their school board and coordinate additional community resources to support students and their families. “LAP was really a jumpstart for us,” said Austin.

Bellmore-Merrick United Secondary Teachers are in their second year of LAP but already starting to see changes.

Thanks to successful member engagement tactics, BMUST’s latest contract adds a pay step for educators who have earned their master’s degrees plus 90 additional credits.

“One of our Year 1 LAP goals was for one-on-one conversations to take place between each of our 500-plus members and a building rep. The input from this engagement effort helped inform our recent contract negotiations and ultimately contributed to the successful negotiation of a new MA +90 salary column,” said Anthony Brandofino, LAP coordinator for BMUST. “We really have LAP to thank for helping to get that ball rolling.”

Now, they’re building on the goodwill that win created to launch another campaign about new hires.

“We’re anticipating significant turnover in the next five years. Up to 20 percent of our team will be eligible to retire, including some building and central administrators. This could really affect the face of our district,” said Brandofino.

The local’s LAP team wants to push for a more uniform and codified process for hiring and training and ensure that the union has a meaningful voice in those conversations, Brandofino said.

This past year, the East Williston Teachers Association successfully negotiated paid parental leave into their contract, and now they are turning their attention to other pressing matters.

The local is concerned about declining enrollments; this year, the Long Island school district had a graduating class of 150 students, but only 80 incoming kindergarten students, a 46 percent decrease over the next 12 years. To stave off potential budget cuts, the third year local has been exploring ways to drive long-term cost saving measures in their district, including a solar program.

East Williston TA member and LAP coordinator Dena Ebstein said lessons learned at LAP have been formative to their efforts. “We have learned so much about NYSUT, and how much we gain from being part of it,” Ebstein said. “We are really embedding so much of what we learn into our year to benefit our district.”

Ebstein said LAP has also made her and her team feel empowered.

“You walk out of here feeling extremely inspired,” Ebstein said. “I remember leaving Year One being like, ‘I am Union!’”

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NYSUT releases statement on Salamanca School District's plan to introduce humanoid robot into classrooms

Thu, 23 Jul 2026 07:59:00 -0400

NYSUT President Melinda Person has released the following statement in response to the Salamanca School District's plan to bring a humanoid robot into classrooms this coming school year.

“A robot built by a company associated with sex dolls has no business in our classrooms.

Our students don't need robots. They need real relationships with caring adults. Educators notice when students are struggling, celebrate when they succeed and help them discover who they can become. No robot can do that, no matter how lifelike its skin or specific its regional accent.

NYSUT is committed to fighting thoughtless expansion of this technology, and we will explore every avenue necessary to protect human-centered learning in Salamanca and in every classroom across this state."

The move by Salamanca's administration comes at a moment when parents, educators, researchers, policymakers and advocates are increasingly coming together to confront what is now widely recognized as a serious problem: the overuse and misuse of technology in educational settings, children's rising exposure to AI and the toll both are taking on learning and mental health.

As part of our ongoing efforts to develop real, student-centric solutions, NYSUT will be hosting a conference this September. Unplugged: Reclaiming Human-Centered Education brings together stakeholders to examine the evidence, challenge assumptions and explore what it takes to create healthier, more balanced learning environments.

At CTE summer camps, students get a snapshot of five careers

Molly Belmont — Tue, 21 Jul 2026 16:36:00 -0400

One day you’re a mechanic.

The next day, you’re a chef.

The day after that, you’re a welder.

It may sound unbelievable, but that’s the exact experience rising 8^th-, 9^th-, and 10^th-graders are having at the Questar III BOCES CTE Summer Camp in Troy, a weeklong summer camp that lets students try out five different in-demand careers to see how they fit.

Today, they’re in the culinary arts classroom at Robert H. Gibson Technical School in Troy, trying their hand at making homemade pizza. Students put on aprons and gather around stainless-steel tables in tight-knit groups, measuring, stirring, and kneading the pizza dough.

“That’s what CTE is about; hands-on,” said Chef Mary Nescot, a culinary arts instructor and member of the Rensselaer-Columbia-Greene BOCES Teachers Association. She strives for hyper-realism in her classes. “You are on your feet the whole entire time cooking, baking, and cleaning. It’s just like if they were to be in a real restaurant.”

In the construction unit, students learned to use chop saws and drills to build birdhouses, but construction technology instructor Mike McGillycuddy also mixes in a good dose of math and project management. McGillycuddy, a member of the Rensselaer-Columbia-Greene BOCES Teachers Association, said the end goal is to prepare students for high-paying jobs in fields they enjoy. “That’s our goal, to get them out into the field,” McGillycuddy said.

At the end of each day, students have a product they can take home, whether it be a chocolate dot cake or a birdhouse – and that’s powerful. “They’re leaving with something they made with their bare hands and that goes a long way,” he said.

Usually, students don’t have access to Career and Technical Education classes until their junior or senior year of high school, but educators hope that giving kids a quick taste of these popular trades might whet their appetites for more.

“When they’re just in the traditional school setting, they might not know what else is out there,” said Eric Papandrea, principal at Robert H. Gibson Technical School. “This is a great way to expose them to different careers that are out there, as well as things that may interest them in their junior and senior year.”

The program caters to Rensselaer, Columbia and Greene counties and is offered on a first-come, first-served basis at the Troy campus and the Donald Kline Technical School in Hudson. This is the second year the camps have been offered, and interest is high. Total enrollment is 43, and both camps filled quickly.

Part of the allure is the focus on project-based learning, said Patrick Baldoc, vice president of CTE for Questar III BOCES. Students enjoy being active participants in their learning and engaging in lessons that have real world stakes, he said.

“They’re learning through trial and error, and that’s so important,” said Baldoc. “They have the opportunity to have these ‘ah-ha’ moments, and see why something came together, or why it didn’t.”

Educators say work-based learning is increasing in popularity because it teaches students more than how to hold a hammer or build a circuit; it helps them find a place where they belong.

“They really get into what we’re doing in the classrooms, so there are a ton of success stories,” said Nescot. “I've seen kids who don't like their high schools come here and flourish.”

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Farm to school program helps cafeterias reap local bounty

Molly Belmont — Tue, 21 Jul 2026 14:26:00 -0400

Boquet Valley students know where their cafeteria food comes from, because they had a hand in growing it.

Last year, Boquet Valley third-, fourth- and fifth-graders helped plant a school garden so they could harvest fresh herbs and vegetables for the school’s pesto pasta, coleslaw, and pumpkin crunch. This year, the students and their families helped establish a chicken flock, so the district’s food service team can bring in a steady supply of fresh eggs for baking and breakfast.

The garden and chickens are part of Boquet Valley’s ongoing commitment to local foods; the district sources 31 percent of its ingredients from local farms.

“We always source a farm first,” said Sasha Pulsifer, cook for Boquet Valley Central School District and member of the Boquet Valley Support Staff Association, who heads up the garden project.

Sasha Pulsifer, cook for Boquet Valley Central School District and member of the Boquet Valley Support Staff Association, said local foods are better for the students and the community. “We always source a farm first,” said Pulsifer.

“The reasons for this are twofold. For one, it tastes better. It's fresher. It's usually more nutrient-dense because it was picked a few days ago, not shipped across the country,” said Pulsifer. “It's also important because some of the kids’ parents work on these farms, so it's really awesome when you have a kid come through the lunch line and be like, ‘Are these from my farm?’ and we’ll say, ‘Yep, they sure are.’”

Every day, Pulsifer and her team turn the local bounty into nourishing meals in their two scratch-cooking cafeterias, with rotating menus that include appetizing options like yogurt with homemade granola, freshly baked muffins, locally raised burgers and sausage, and a daily salad bar.

“We have lots of kids who will come in for seconds, and that always makes you feel good because you know that it is actually something that we made, and we made it from local healthy ingredients, and they are loving it,” said Pulsifer.

Boquet Valley is one of Champlain Valley Educational Services BOCES’s nine component districts participating in the New York State Farm to School Program and the 30% NYS Initiative, a local food incentive that increases lunch reimbursements from 5.9 cents to 25 cents for districts that source at least 30 percent of their ingredients from New York farms and producers.

The biggest reason to make the switch from global food systems to local is, of course, student health.

“The closer in proximity, the more nutrition stays in the product,” said Julie Holbrook, Shared Food Services Director for Champlain Valley Educational Services, who manages the food programs for the nine participating districts. “The closer from the field to your stomach you get, the more nutrition you're going to get.”

To find vendors, districts use the NY Food Product Database, an inventory of local farms and products. The list is created and maintained by Cornell Cooperative Extension - Harvest NY, with input from departments of Agriculture and Markets and Education.

The database contains everything from apples to yogurt, along with contact information for providers.

Students at Boquet Valley Central School District care for their elementary school’s vegetable and flower garden as part of the district’s Farm to School program. The district participates in the 30% NYS Initiative, purchasing 31 percent of their food from local farmers and vendors.

But participating districts can also forge their own relationships with local farms and funnel those relationships back to the database.

That’s what Zach Zarling does.

Zarling is the School Lunch Manager at Peru Central School District, which sources 36 percent of its food locally, including beef, cheese, yogurt, maple syrup and apples.

“I had multiple people come up to me at the Farm to School Summit this year and ask, ‘How do you start that? How do you get more local food in?’” Zarling recalls. “I said, ‘Do you know the farmers in the area?’ No? Well, there you go. Go talk to your farmers.’”

Zarling said negotiating deals with small farms and coordinating deliveries from multiple vendors can be more complicated than ordering from a single-source vendor like Sysco or US foods, but it’s ultimately more rewarding for him and his staff.

“They take pride in the fact that they're feeding students whole food, food that they know where it comes from,” said Zarling.

Stabilizing family farms stabilizes the community, too, preserving jobs and protecting property values.

“This gives farmers a guaranteed buyer for their crop, to help keep them afloat, and maybe even help some of them grow,” said Zarling.

Of course, participating in the state’s farm to school program isn’t without its share of hurdles.

In 2025, a state comptroller audit found the 30% initiative is underutilized because of the undue administrative burden it places on districts. In the 2024-25 school year, just 73 out of nearly 762 eligible school food authorities outside New York City participated in the program, and of those districts, 68 percent were part of a BOCES shared food service contract.

To improve district access, the comptroller recommended reducing the administrative burden, streamlining documentation requirements, and doing more to connect schools with eligible farms and farm products.

Holbrook admits that participating in the 30% program is a lot of work. Districts have to isolate food purchased for lunch from food purchased for other meals and then track and document all NYS items, and that can be hard for cafeterias with a smaller staff or less administrative know-how, Holbrook said. Even with record-keeping help from Cornell Cooperative Extension, the paperwork is onerous, Holbrook said.

“It is still burdensome,” said Holbrook. “Literally, we have someone who's full time almost the whole year who's entering data for this,” Holbrook said.

In 2025, districts left an estimated $7 million on the table due to lack of participation in this program, prompting New York State Legislative Agriculture Chairs, Senator Michelle Hinchey and Assemblymember Donna Lupardo to call for the modernization of the program. Their proposal, which would change the eligibility calculation to include all school meals and increase the reimbursement rate, is supported by NYSUT.

Breakfast is the most important meal of the day, and at Boquet Valley, students can count on it being healthy and local.

The cafeteria staff takes pride in their food at Boquet Valley Central School District, and it shows in their daily lunch offerings.

NYSUT continues to champion school nutrition as a key element of student success. In 2025, thanks to the advocacy of NYSUT and other coalition partners, the state expanded its school meal program to provide free breakfast and lunch to all students regardless of income level.

“Every educator knows a child can’t focus on learning if they’re hungry or undernourished. Farm to School is a commonsense way to change that by bringing fresh, locally grown food into our cafeterias while supporting New York farmers and local economies,” said NYSUT President Melinda Person of the proposal to improve the 30% NYS Initiative. “NYSUT strongly supports modernizing this program so more districts can take advantage of it and more students can benefit.”

Electric school bus mandate postponed five years

Molly Belmont — Fri, 17 Jul 2026 10:31:00 -0400

This year’s state budget included welcome news for many districts struggling to conform to the 2022 statewide electric bus mandate: districts will get five more years to figure out the best route forward.

“This is a common-sense adjustment to the timeline, not an abandonment of the goal,” said NYSUT President Melinda Person. “Everyone wants cleaner school transportation and a successful transition to electric buses — but districts need more time and flexibility to do it right.”

In 2022, New York announced all new buses purchased or leased after July 1, 2027, must be zero emission and that every school district in New York must convert their bus fleet to electric no later than July 1, 2035. This year, thanks to NYSUT advocacy, the deadline to purchase zero emission buses was moved to 2032, and the deadline to convert New York bus fleets to electric was moved to 2040.

“The decision to extend the deadline for districts to transition to electric bus fleets is a wise one,” said NYSUT Second Vice President Ron Gross. “We know our members want to help create a more sustainable future for New York, but they need appropriate time and the resources to make this policy a reality.”

“From infrastructure and grid capacity to long rural routes and harsh winter weather, schools deserve a realistic implementation plan that works for every community,” explained Person.

The postponement comes as a relief for many members who still have lots of concerns about how to implement the mandate.

“It was a smart decision,” said Rebekah McMillan, vice president of the Queensbury School Transportation Employees Association, adding, “The grid can't sustain all these school districts in New York state going full electric.”

“My perspective on the mandate is that we're just not there yet,” said Shaun Keturi, day-to-day operations manager for Ithaca City School District’s transportation department and a member of the Ithaca City School District’s Employees Association.

Shaun Keturi, day-to-day operations manager for Ithaca City School District’s transportation department and a member of the Ithaca City School District’s Employees Association, with two of the district’s electric buses. Currently, inadequate power infrastructure in Ithaca has created excessively long charging times for the buses.

“The charging issue is the biggest thing that we're battling,” said Keturi. “As of right now, we don't have fast chargers, and it doesn't seem like we're going to get anything like that anytime soon.”

Currently the Ithaca district has 100 vehicles in its fleet, seven of which are electric. The district has eight chargers, but they don't get sufficient power, so the electric buses need to be plugged in for 10-14 hours to reach full charge, he said.

“They’re pushing these buses, but I can’t power these buses,” Keturi said. “We’re still years behind.”

Mileage is another factor, and variables like temperature and topography make a big difference for districts.

“In the summer, we get right around 80 miles, on average, but in the winter, that drops down to right around 50,” Keturi said, adding that in his district, buses drive on average 100 miles a day, which means that it’s harder to use electric buses for longer routes, extracurricular or athletic activities and field trips.

“I'd almost have to double my fleet if I went strictly electric,” he said.

“We just had the worst winter in many years, up here. It was like a frozen tundra, and I know the school district had issues with the electric buses,” McMillan said. To maintain enough charge to complete their routes, many drivers had to turn the heat off, she said.

Ultimately, members say the success of this mandate will depend on adequate funding.

“The buses are expensive, but you've also got to build the infrastructure for charging the buses, and that is not cheap,” said John Sheridan, a bus driver for Marcellus Central School District and a member of the Marcellus Transportation Employees Union. “I just think it's going to be almost out of reach unless you're going to really tax the taxpayers of the district.”

“I'm all for trying anything,” said Keturi, “But at the end of the day, I'd like them to listen when we say, ‘Hey, these things aren't working. We need help.’”

Not anti-tech; pro-child

Molly Belmont — Thu, 09 Jul 2026 20:00:00 -0400

What NYSUT is fighting for:

In May 2026, NYSUT’s Board of Directors adopted a resolution calling for developmentally appropriate limits on classroom technology. Among its recommendations:

No one-to-one devices or online testing in prekindergarten through grade 2, except to support students with documented needs such as translation or special education.
A paper-and-pencil testing option for every student, as called for in NYSUT’s “More Teaching, Less Testing” report.
No student-facing AI for students in prekindergarten through grade 2.
No non-educational AI for students in grades 3 through 8.
AI use in any grade only when it is supervised, educator-led and designed to build critical thinking, digital literacy and civic readiness — not to replace human instruction, creativity or judgment.
No “social companion” chatbots — programs that simulate human relationships — for children under 16.

The bottom line: educators and families, not tech companies, should decide how and when technology is used.

New York’s distraction-free schools policy is now taking hold, and educators are turning to a larger question: In an era when screens are everywhere, how do we ensure that technology remains a tool for learning rather than a substitute for the relationships and experiences that help students thrive? With students’ phones out of schools, distractions and bullying are down, and students are talking to one another again. In a recent study conducted by the governor’s office, 80 percent of educators reported positive results from the phone-free policy.

But the phones were never the whole problem. New York’s restrictions cover devices students bring in — not the tablets, laptops, and software the schools hand out. Over the past decade, a school-issued device for nearly every child has become the default, and when state tests moved onto screens, K–12 schools became the EdTech industry’s single largest customer. Then came AI.

“The future of education isn’t more technology. It’s better judgment about when technology helps and when it gets in the way,” said NYSUT President Melinda Person.

Technology has the power to fundamentally change how instruction is delivered, but to maintain its efficacy and ensure all students reach their full potential, we have to know how and when to use it.

The youngest learners pay the highest price

The case for caution is strongest where children are youngest, because screens tend to displace the very things young children need most: the fine-motor control to hold a pencil, the patience to sit with a problem, and the give-and-take of real conversation.

“We’re seeing there are major shifts in motor issues,” said first-grade teacher Lesli Deninno, president of the Rockville Centre Teachers Association. The Rockville Centre TA and several other locals introduced a resolution at this year’s RA to reduce excessive screentime in classrooms.

“Children are not holding pencils as often as they used to. If I look at my first-grade class now, the amount of children who do not have a proper grip is unbelievable,” Deninno said. “It’s really upsetting because we’re not doing what’s best for kids.”

“There are so many different threads of learning integrated in something as simple as fine motor development that you’re not going to get from tapping away at a screen,” said Jennifer Santosuosso, assistant professor and program chair for early education at Dutchess Community College and a member of the Dutchess United Educators.

Children are using their imagination during play scenarios. They’re communicating and problem-solving. “Even when they are just snipping with scissors, they are using both of their hands, they are crossing midline, strengthening the muscles in their fingers and wrists, those types of skills that are going to support them in being stronger writers at the next stage,” Santosuosso said.

Handwriting shows what is at stake. A 2024 brain-imaging study found that writing by hand activates broad connectivity across a child’s brain — including the rhythms tied to learning and memory — while typing lights up only small, localized areas.

Play matters too: pediatricians call recess a crucial part of childhood development, yet it keeps shrinking as screens compete for what little time remains in the school day.

This is not nostalgia. For young children, paper, pencils, play and a teacher’s full attention are not extras — they are how learning happens.

Fragmented attention, abandoned struggle

After a decade of one-to-one devices and computer-based testing, the data has taken a troubling turn. Neuroscientist Jared Cooney Horvath has documented how national reading and math scores rose for years, then declined as states rolled out classroom technology. This pattern repeats across states, subjects and grades. On the 2022 PISA assessment, students distracted by devices in math scored about nine points lower than their peers, roughly half a school year. The telling exception: moderate, teacher-directed use of technology was linked to a small gain. The problem is not technology itself, but passive, unstructured use.

Real learning depends on productive struggle. It’s the hard, sometimes frustrating work of figuring something out that fosters learning skills. A tool that does that work for a student circumvents that process and degrades ability to focus and learn. One 2025 study found that the heaviest AI users scored lowest on tests of critical thinking, a habit researchers call “cognitive offloading.” In an MIT experiment, students who wrote essays with a chatbot showed the weakest brain connectivity and built up what the authors called “cognitive debt.”

When a chatbot replaces a friend

A 2025 Common Sense Media survey found that 72 percent of teens have used an AI “companion.” A separate study found that nearly one in three teens now turn to chatbots for social or even romantic connections. Built to agree and to keep users engaged, these chatbot programs deny young people the ordinary friction — the small conflicts and misunderstandings — through which children learn empathy, compromise and resilience.

In the worst cases, the consequences have been tragic. In 2025, 16-year-old Adam Raine died by suicide after months of confiding in ChatGPT, which his family says discouraged him from turning to them. A year earlier, 14-year-old Sewell Setzer III took his life after forming an intense attachment to a Character.AI companion. Both families have testified before the U.S. Senate, urging lawmakers to regulate the AI apps they hold responsible.

Here in New York state, a NYSUT-backed bill has passed the Legislature. It places limitations on chatbots that foster unhealthy emotional attachment or dependency; restricts outputs that could endanger minors; and bans content promoting sexually explicit behavior or other harmful actions. This action at the state level is an important step to push back on the overreliance of unregulated technology and the intellectual and emotional harm it causes children.

By the numbers:

What the research shows about screens, AI and learning:

Students distracted by devices in math class scored about nine points lower on the 2022 PISA, losing roughly half a school year of learning.
— OECD PISA, 2022
57 percent of students, parents and teachers say they are most concerned about AI’s effect on cognitive development.
— Brookings Institution, 2025
72 percent of teens reported having used an AI “companion.”
— Common Sense Media, 2025
88 percent of teachers reported their students’ attention spans are getting shorter.
— American Federation of Teachers, 2026
The global EdTech market is projected to more than triple within a decade from $164 billion to $570 billion, with K–12 schools its single largest customer.
— Precedence Research, 2025

The bottom line: educators and families, not tech companies, should decide how and when technology is used.

Putting teaching back at the center

What links these three harms is also their remedy: human teaching and interaction. A skilled educator is exactly what a device cannot replace: the one who spots the struggling reader, models how to wrestle with a hard problem, and builds relationships that help a child grow. Yet the pressure within the educational ecosystem runs the other way, recasting teachers as facilitators of products designed and sold by someone else.

The global EdTech market, projected to more than triple within a decade, has every incentive to sell as much as it can, as early as it can. Too often, those choices arrive in the classroom as a mandate — school administrators pushing a top-down approach and contracts already signed to adopt a specific classroom technology before a single teacher weighs in.

“It’s a challenge that a lot of educators are feeling right now; this pressure, this feeling of a loss of professional autonomy, not being able to make our own choices in our classrooms,” Santosuosso explained. “Sometimes educators’ hands are tied and it’s really quite frustrating because we know that children really need to be given the opportunity to explore sensory materials and things that can’t be replaced by a screen.”

Educators are looking for resources and support to help them navigate a teaching environment with an ever-growing number of AI tools. Last year, the American Federation of Teachers launched the National Academy for AI Instruction which promises to help shape “the future of AI in public education, grounded in safety, and people-first technology.”

Recently, Santosuosso started her own professional development course through SUNY Empire called “AI in EdTech and Learning Design.” She can see potential benefits that educators can harness from using the technology, but remains cautious about its use for students.

“I do see a glimmer of hope that there can be value in using a system to generate reports or complete administrative tasks … but I don’t necessarily see the value for students at this early childhood/early elementary age level,” she said. “(Students) really still need to be talking, socializing, exploring … we don’t want to offload critical thinking skills to a computer system. We still need to remember the heart of early childhood education, which is meeting children where they are and using their interests to plan activities that are hands-on and meaningful.”

A floor, not a ceiling

In May 2026, the NYSUT Board of Directors adopted a resolution calling for developmentally appropriate limits on classroom technology — limits meant as a floor, not a ceiling, with the firmest protections around the youngest learners. The goal is not to banish technology, but to put educators and families, rather than vendors, back in charge of how and when it is used.

NYSUT is not alone. More than a dozen states are moving to rein in classroom screens; the U.S. surgeon general has warned about youth screen use, and the AFT has urged a “devices-down, eyes-up, hands-on” approach to the AI era.

“Educators are not anti-technology. We are pro-child,” Person said. “Every decision made in the name of innovation must actually serve the students in our classrooms — and NYSUT will lead that fight.”

New Poll: Majority of New York voters oppose opting into taxpayer-funded private school voucher program

Tue, 07 Jul 2026 14:07:00 -0400

Voters also say public dollars belong in public schools, not private school subsidies — by nearly 8 to 1

A majority of registered voters in New York oppose Gov. Kathy Hochul opting New York into President Trump’s taxpayer-funded private school voucher scheme, according to new statewide polling conducted June 10–21, 2026.

The survey of 800 registered likely 2026 voters found that after learning the details of the new taxpayer-funded voucher program — which redirects tax dollars to organizations that funnel money primarily to private and religious school tuition — 57 percent of New York voters oppose the governor's decision to opt in. Just 34 percent support it.

The findings underscore a stark disconnect between the governor's stated intent to opt in and the views of the New York voters she represents.

"New Yorkers know the value of their public schools, and they know a bad deal when they see one," said NYSUT President Melinda Person. "This poll confirms what we’re hearing across the state: voters don’t want their tax dollars drained from neighborhood schools to subsidize tuition for families already enrolled in private schools. We are listening to New Yorkers and we hope Gov. Hochul will too."

"New Yorkers are clear: they don’t support Trump’s signature education policy,” said United Federation of Teachers President Michael Mulgrew. “They don’t want their tax dollars paying for private and parochial school vouchers. We hope Gov. Hochul listens and decides public dollars should go to public schools."

Key findings include:

57 percent of New York voters oppose Gov. Hochul opting New York into Trump's taxpayer-funded private school voucher program, with 38 percent saying they strongly oppose it. Just 34 percent were in support.
61 percent of voters say taxpayer dollars are better spent improving public schools — compared to just 8 percent who prefer school vouchers. That is a nearly 8-to-1 margin in favor of public schools.
A majority of voters — 55 percent — agree that public dollars should not be used to fund someone else's private school decisions.
46 percent of voters believe opting in will raise their property taxes — compared to just 9 percent who think it will lower them.
52 percent of voters are concerned the program will weaken public schools in New York.

The polling was conducted by Lake Research Partners, a nationally recognized public opinion research firm.

New York's public schools serve 90 percent of the state's children. The federal voucher program — part of the so-called "One Big Beautiful Bill" signed into law by Trump — takes effect Jan. 1, 2027, but only in states where the governor affirmatively opts in. Several Democratic governors have already declined to participate.

Learn more at https://publicschoolsuniteus.org/our-initiatives/voucher-program

Resolution to Support Closing the “Voluntary Intoxication Loophole” and Expanding Protections for Survivors of Sexual Assault in New York State

Thu, 25 Jun 2026 13:00:00 -0400

In accordance with the 2026 NYSUT Representative Assembly, NYSUT adopted a Resolution to Support Closing the “Voluntary Intoxication Loophole” and Expanding Protections for Survivors of Sexual Assault in New York State.

June 25, 2026

Whereas, NYSUT is committed to advocating for the safety, dignity, and rights of all individuals, particularly in matters of gender-based violence and sexual assault; and

Whereas, someone in the United States is sexually assaulted every 68 seconds; and

Whereas, a significant number of reported sexual assaults involve alcohol or drugs, with over one-third of survivors experiencing alcohol- or drug-facilitated assault; and

Whereas, survivors frequently face systemic and social barriers to reporting and seeking justice; and

Whereas, New York law contains a “voluntary intoxication loophole,” which allows defendants to claim a victim’s self-induced intoxication negates criminal liability-perpetuating victim-blaming and resulting in nearly half of sexual assault prosecutions being dropped; and

Whereas, closing this loophole is crucial to ensure survivors can obtain justice and that perpetrators are held accountable; and

Whereas, the inability to consent to sexual acts is not dependent on whether an individual voluntarily or involuntarily consumed an intoxicating substance; and

Whereas, such arbitrary determinations deny victims access to a system meant to support, not deny sexual abuse survivors the justice they deserve; and

Whereas, legislation to prohibit the use of a victim’s intoxication as a defense to criminal charges for sex crimes has been advanced by the New York state Legislature; and

Whereas, this legislation strengthens protections for victims by ensuring that being under the influence of drugs, alcohol, or other substances cannot be exploited to excuse sexual misconduct or rape; and

Whereas, this is a critical step toward closing gaps in the law that have historically undermined accountability for sexual violence; therefore, be it

RESOLVED that NYSUT support legislation such as New York State Senate Bill S.54-A to close the “voluntary intoxication loophole,” protect victims, and uphold justice.

New Yorkers back public schools in state’s budget revotes

Molly Belmont — Wed, 24 Jun 2026 14:09:00 -0400

New Yorkers once again showed overwhelming support for their local public schools during the school budget revote on June 16.

After 96 percent of school budgets passed in May, 29 districts were forced to go back to voters with updated budget proposals in June. Of those, 82 percent passed, including high-stakes budget votes in Mount Vernon, Locust Valley, Prattsburgh, Bayport-Blue Point, Ogdensburg, AuSable Valley, New Lebanon, and South Country Central School District.

NYSUT was actively engaged with locals to help push their budgets across the finish line, and members at these districts put in the hard work, making calls, canvassing, and sending targeted mailers to voters.

After their initial budget failed, the Locust Valley School Employees Association increased its advocacy efforts during the revote campaign. The local sent two pieces of mail, made thousands of phone calls, and placed digital ads encouraging the community to support the contingency budget. The budget passed in June.

In the Southern Tier, Prattsburgh’s initial budget proposal, which represented a 40 percent increase, failed by single digits. As part of the revote effort, the Prattsburgh Teachers Association sent mail to the community, mobilized members to make phone calls and sent texts. The budget passed 496 to 279.

Bayport-Blue Point was one of many districts that attempted to pierce the tax cap in May and again in June. The Local connected directly with more than 500 members to encourage them to vote, and they canvassed for the first time since 1976. They also engaged in a robust communications campaign, which included digital ads and direct mail. The local supplemented its outreach with digital ads, and direct mail. Their hard work paid off – the budget was approved by 69 percent of the voters.

Two locals in the North Country also faced challenging budget revotes. Ogdensburg’s original budget was under the tax cap but unexpectedly failed. The Ogdensburg TA mobilized members through phone banking, door-to-door canvassing, and mailers. As a result, the turnout for the second vote was twice as many as the first time around, and the budget passed. After AuSable Valley’s first budget, which superseded the tax cap, went down, the district revised their proposal, setting the new budget below the tax cap. The AuSable Valley TA got more people to turn out for the second election by making phone calls and engaging community leaders. The new budget passed.

Overall, only five school budgets failed across New York; those districts were forced to adopt contingency budgets.

“We’re grateful to the New Yorkers who continue to believe in the promise of public education — and in the educators, school staff and families who make that promise real every day,” said NYSUT President Melinda Person.

Syracuse teaching assistants learn to train their own

Molly Belmont — Tue, 23 Jun 2026 15:20:00 -0400

Teaching assistants at the Syracuse City School District are learning essential job skills from the only people who know the job inside and out: their colleagues.

The Syracuse Teachers Association partnered with NYSUT’s ELT to create a sustainable, member-led professional learning model that builds capacity from within. Through the initiative, Syracuse teaching assistants receive facilitator training, curriculum, coaching, and ongoing support from ELT, preparing them to become approved ELT facilitators and ongoing facilitators.

Rather than relying solely on outside trainers, these new facilitators deliver high-quality professional learning to their colleagues and because they have firsthand experience in the role, they bring credibility and real-world understanding to every training session.

“Training becomes more relatable when it’s done by someone who has done the job,” explained Cynthia Pace, lead TA coach and a member of the Syracuse TA.

The model also creates opportunities beyond the district. Once approved through ELT, facilitators may deliver trainings to neighboring districts.

“The opportunity is definitely there for them to earn extra income but, more importantly, they’re going to get the knowledge and wisdom they need to support their colleagues.”

Teaching assistants help with everything from feeding and toileting to implementing IEPs and providing one-on-one instruction, but members in Syracuse weren’t being properly trained or supported, and that was leading to high turnover rates, Pace said.

Bernice Rivera, NYSUT Education and Research Assistant, leads training for Syracuse SRPs.

Nicole Capsello, president of the Syracuse TA, agreed. “Some of our buildings literally have people coming in who have no idea what the job involves. They have no idea what they’re getting into,” said Capsello. “It was a constant revolving door.”

With the new facilitator-led training program in place, Capsello and Pace say teaching assistants will stay put — and flourish in their profession. “This new training program will help our members become better at what they do and find satisfaction in their jobs,” said Pace.

“This is a career-builder for our members,” said Capsello. “We want to keep them here and keep them moving up the career ladder.”

In addition to teaching vital work skills, facilitator-led trainings will also help teaching assistants complete their certification. Members can even pursue their associate degree through a district partnership with Onondaga Community College or earn their teaching certification through one of NYSUT ELT’s online degree programs at Empire State University or Mercy University.

Syracuse’s new facilitator program is the latest step the local union has taken to guard against high employee turnover. In 2024, the local helped implement a Lead Teaching Assistant program. Modeled on a similar program at East Syracuse-Minoa, the Lead TA program ensures that each building in the district has an experienced veteran teaching assistant onsite who can run point on issues and give newly hired members feedback and guidance. These 29 Lead TAs are, in turn, led by Pace, who holds monthly meetings to share challenges and problem-solve.

This past year, thanks to an increased emphasis on mentorship, 50 members participated in study groups together and earned their teaching assistant certification. “I’m extremely excited about how far we’ve come and where we’re going,” said Pace.

Next year, the Syracuse TA hopes to train more facilitators, including other SRP titles, and boost the quality and variety of training.

“The key is to keep employees, and in order to keep them, we’ve got to make sure they feel supported and prepared,” said Capsello.

For more information about professional learning through ELT, visit: https://elt.nysut.org/register/digital-catalog

Civics in Action: Seal of Civic Readiness inspires students to serve community

Molly Belmont — Tue, 23 Jun 2026 14:36:00 -0400

Classroom to Community Civic Readiness Grant

This year, NYSUT launched the Classroom to Community Civic Readiness Grant program to expand access to the New York State Seal of Civic Readiness and related experiential learning opportunities. Awards ranged from $500 to $5,000.

The following locals received grants:

Bay Shore Classroom Teachers Association
Canton Central Teachers Association
Cornwall Central Teachers Association
Fulton Teachers Association
Greece Teachers Association
Ithaca Teachers Association
Lynbrook Teachers Association
Oceanside Federation of Teachers
Patchogue Medford Congress of Teachers
Smithtown Teachers Association
Suffern Education Association
Trumansburg Teachers Association
Watertown Education Association
Webster Teachers Association
William Floyd United Teachers

As the United States celebrates its 250th anniversary this year, NYSUT members are inviting students to participate more fully in their democracy through the Seal of Civic Readiness.

First established by the State Education Department in 2021, the Seal of Civic Readiness is a formal recognition that a student has attained a high level of proficiency in terms of civic knowledge, skills and experiences, as demonstrated through advanced social studies courses or electives and participation in service learning and projects.

Currently, the seal is offered at 500 districts — less than one-third of the state’s 1,800 public high schools — but NYSUT is working to expand the program to more districts.

“If our goal is to prepare our students to be productive members of society, we are failing them if we’re not teaching them how to be engaged citizens,” said Lindsay Hedges, a social studies teacher and member of the Cheektowaga Central Teachers Association.

“We're teaching them all the formulas, and the skills to be successful, but we’re not teaching them how to live within our society and coexist. We're not teaching them how to be civil to one another and how to make change,” Hedges said.

Cheektowaga was one of the first districts to implement the seal in 2021, and since the program launched 150 students have graduated with the seal. Hedges has been instrumental in building the program out. She teaches the year-long “Civics in Action” course, where her students research and present on community issues that matter most to them.

As the course title suggests, Hedges’s students must also find a way to make a real impact. “They have to take action and do something that brings awareness to the issue,” she said. Student work has included organizing fundraisers for mental health and Special Olympics, collecting toiletries for formerly incarcerated individuals, and donating food to emergency food programs.

The seal can be a powerful civic catalyst, inspiring students to engage in their communities.

“When the kids own their passion and it's something that they're invested in, it's amazing what they can do,” said Hedges.

As part of a civics capstone project, students at Cheektowaga Central High School organized a T-shirt fundraiser for mental health.

“A lot of times, I find, it’s that first step. Students don’t think about things outside themselves, but this can be a doorway, helping them see a world beyond themselves,” said social studies teacher Andrew Britto, a member of the Pine Bush TA. Britto and fellow social studies teacher and Pine Bush TA member Renae Bray have supervised the civics seal program since it was implemented in the district in 2024. Since the program launched, 180 Pine Bush students have graduated with the seal.

Britto and Bray said much of the infrastructure needed to make Pine Bush’s program so successful was already in place, so their jobs have focused on re-organizing existing components and tracking student progress.

“We already had a lot of electives that aligned with civics — entrepreneurship, public speaking, criminal justice — so we worked with the teachers to make sure their class projects aligned with seal requirements,” said Bray. “We’ve had huge buy-in from our colleagues. Not just social studies, but English, science, and business.”

The district also boasts a long history of summer leadership and law programs and an active student volunteer population. “Civic engagement was already embedded in our culture,” said Britto, adding that students just needed to understand how they fit in. “The guiding principle is to produce solid American citizens ready to contribute positively to their communities.”

2026 Regents Exam Issues - We Need to Hear from You

Mon, 22 Jun 2026 14:33:00 -0400

NYSUT has received reports of problems with the 2026 Regents exams. From what we've heard, teachers prepared students according to known curriculum standards, students studied the required material, and parents supported their children, all following what they believed were established guidelines.

Despite these proper preparations, it seems the exam content may not have aligned with the approved curriculum that educators were directed to teach and students were expected to learn.

NYSUT is working on behalf of our members and their students to understand what happened and work with the State Education Department on corrective action for the future.

If you experienced issues with these tests, please let us know by completing the form below. Your input is crucial as we work with SED to address these problems and protect the interests of students and educators across New York State.

2026 Regents Exam Issues

Celebrate Juneteenth

Thu, 18 Jun 2026 08:14:00 -0400

On Friday, June 19^th, NYSUT will celebrate Juneteenth, the nation’s official commemoration of the ending of slavery in America. Check out special Juneteenth events statewide including the annual Juneteenth Block Party in Albany, Oneonta’s Juneteenth Celebration, and the 13th Annual Watertown Juneteenth celebration. In Western New York, the Buffalo Teachers Federation got festivities started early, walking in the 50th Anniversary of the Buffalo Juneteenth Festival.

New York state also offers a host of museums and historic sites to learn more about Juneteenth and African American history, including the John Brown Historic State Park in Lake Placid, the Joysetta & Julius Pearse African American Museum of Nassau County and the Harriet Tubman Home in Auburn.

March with us in Albany's African Heritage Parade

Join NYSUT and the Albany-area community for the annual CDYMCA African Heritage Parade on June 20, celebrating the African diaspora in the United States. The event line up will begin at the former Sunshine School at 9:30 AM on Saturday, June 20, 2026. At 11:30 AM the Parade will proceed to the Juneteenth Celebration Block Party at the Giffen Elementary School.

About Juneteenth

Although U.S. President Abraham Lincoln signed the Emancipation Proclamation ending slavery on Jan. 1, 1863, freedom didn’t come for enslaved African Americans living in Texas until June 19, 1865 — a full two and a half years later, when Union General Gordon Granger traveled to Galveston, Texas to issue General Order Number 3, which officially enforced the Emancipation Proclamation, after Confederate Gen. Robert E. Lee surrendered.

Today that anniversary, known as Juneteenth, is celebrated as “Emancipation Day” with parades, picnics, family gatherings and public celebrations. Many also fly the Juneteenth flag, which echoes the red, white and blue of the U.S. flag, and features a center star representing Texas, and an outer starburst representing a new beginning for African Americans.

“Juneteenth is a time of celebration for all Americans,” said J. Philippe Abraham, NYSUT Secretary-Treasurer. “I encourage members to learn more about this important holiday and share that knowledge with their students.”

When is Juneteenth?

President Joe Biden officially established Juneteenth as a federal holiday in 2021. Juneteenth is celebrated on June 19.

Who should celebrate Juneteenth?

Everyone! Learning about our nation’s history, and acknowledging our past helps us improve as a society and teaches empathy. Juneteenth today celebrates African American freedom and achievement, while encouraging continuous self-development and respect for all cultures.

Share This Image on Your Socials and Tag NYSUT!

Resources

Use these resources to teach your students about Juneteenth:

AFT Share My Lesson -- Teaching Juneteenth - Grades pre-K-12
Free Library of Philadelphia - Juneteenth Books for Children - Early readers and elementary grade levels
Flocabulary Juneteenth Video & Resources - (Sign up for free trial to access teaching resources)
Learning for Justice: Celebrate Juneteenth and Support the Ongoing Justice Movement - All levels - (Free login required to view lessons)
PBS Learning -- Juneteenth: All About the Holidays (VIDEO) - Grades K-5
PBS "Juneteenth Jamboree" (VIDEO) - Upper elementary grade levels and above
We Are Teachers: Juneteenth Teaching Resources - Grades K-8 • Zinn Education Project -- Juneteenth Emancipation Day - (Free login required to download lessons) - Middle School and Up
NEA: Background information and resources for including Juneteenth in your classroom - Grades K-12
NEA: Booklist to help students learn about and appreciate the significance of Juneteenth - Grades K-12

NYSUT, UFT charge the State University of New York violated state charter cap

Tue, 16 Jun 2026 14:13:00 -0400

New York State United Teachers and the United Federation of Teachers have filed a legal challenge to stop a scheme by Success Academy Charter Schools and the State University of New York’s Charter School Committee that attempts to circumvent the state’s charter cap.

The petition, filed in New York County Supreme Court, charges that SUNY’s Charter School Committee illegally approved the "transfer" of a Success Academy charter in the Bronx to a brand-new entity called Strive Charter School — even though New York City has already reached its statutory cap on charter schools and state law does not allow for the transfer of an existing charter to a new entity. Strive's founder, Eric Grannis, is the husband of Success Academy CEO Eva Moskowitz.

SUNY approved the transfer over the explicit objections of the New York State Board of Regents, which found the action was likely illegal and recommended it be abandoned. While Strive received approval from SUNY, there is no evidence that it completed any of the competitive application requirements that state law mandates for each new charter school, including community outreach, public hearings and demonstration of demand.

The petition seeks to void the transfer and prevent Strive from opening.

"New York's students and public schools deserve better than this kind of maneuvering, and NYSUT will not stand by while bad actors try to rewrite the rules to suit themselves,” said NYSUT President Melinda Person. “This is yet another example of SUNY’s charter approval process being used to sidestep state law — something NYSUT has already challenged in state court and will continue to confront as long as we must.”

"Success Academy has to follow the law,” said UFT President Michael Mulgrew. “Clearly, they are trying to go around the charter cap, but that's not how this works. Charter schools drain resources from district public schools, and the cap was created to minimize harm."

Read the filing here.

Background: This filing follows NYSUT’s lawsuit in January challenging SUNY's approval of charter schools in Brentwood and Central Islip — schools that had already been rejected by the Board of Regents and faced clear opposition from local communities.

Taken together, the two lawsuits illustrate a troubling pattern: as a charter authorizer, SUNY operates without transparency or accountability, rubber-stamping applications that state education experts have rejected, and exploiting the dysfunction built into New York's dual charter authorizing system.

The expansion of corporate charter schools has drained billions of dollars from neighborhood public schools. While they receive taxpayer money, they are not held to the same standards of transparency, often fail to provide legally-required support to students with IEPs, and can cherry-pick which students to admit or turn away.

As part of its longstanding effort to hold charter schools accountable, NYSUT is backing legislation that would require a local vote before a charter school can be established, expanded or renewed in a community.

Learn more at https://charterschoolfacts.org/

2026 State Legislative Session Victories

Fri, 12 Jun 2026 12:26:00 -0400

This legislative session brought meaningful wins, but every victory NYSUT secures in Albany begins with our members.

When you share your stories about the realities you face each day in your classrooms, workplaces and personal lives, NYSUT carries your voices to decision-makers in the halls of power — and turns them into results.

From historic pension reform to landmark protections to keep our children safer online, we have much to be proud of.

These gains were made possible because NYSUT members showed up and showed strength through rallies, digital advocacy, phone calls, lobby days and countless other actions. Together, we’re paving a path to a better future for our profession, our students and our communities.

K-12

Universal Pre-K

What happened: The enacted budget increases UPK funding by $432 million, or 40 percent, making this one of the largest single-year investments in early childhood education in state history.

What this means: All districts will be required to offer full-day pre-K for every eligible four-year-old by the 2028–29 school year.

NYSUT President Melinda Person says: “By increasing funding alongside new seats, the state is helping ensure programs are well-supported, embedded within public schools, and staffed by educators with the training and certification children deserve. That’s how we make sure every child enters kindergarten ready to learn. This is what it looks like to put families first and build a future rooted in opportunity and affordability.”

Funding Foundation Aid

What happened: The enacted budget funds the Foundation Aid formula with a $1.03 billion increase over last year, providing a two percent minimum increase for every school district. The formula has also been updated with the latest poverty and census data, changing the weighting of English language learners (ELLs) from .53 to .6 and adds a new weighting of .12 for homeless and foster care students.

What this means: NYSUT has long pushed for fully funding our public schools while modernizing the Foundation Aid formula so it better reflects the realities students and schools face every day. This year’s funding increase is another meaningful step toward a fairer system.

Teacher Centers

What happened: The budget includes $21.4 million for Teacher Centers statewide — institutions that provide educator-led professional development and are closely tied to the union movement. An additional $368,000 is included for the National Board Certification program, which supports teachers seeking the profession's highest credential.

What this means: Investing in our teachers by offering high-quality professional learning and mentoring at a low cost helps to keep teachers in the profession and in our schools. Continued support for teacher centers is vital to supporting our most vulnerable students.

Freedom to Read

What happened: The New York State Assembly and Senate both approved the Freedom to Read Act, which now goes to the governor for her signature.

What this means: We’re not over the finish line just yet. Last year, the governor vetoed an earlier version of this bill, and so we will continue urging her to sign the revised legislation before the end of the year.

Electric School Bus Mandate

What happened: The enacted budget extends the implementation deadline for zero-emission school buses by five years. The July 1, 2027, deadline for newly purchased or leased school buses has been moved to July 1, 2032, and the July 1, 2035, deadline for all school buses operating in the state to be zero-emission has been moved to July 1, 2040.

What this means: New York's commitment to a cleaner future is the right one. But the timeline for transitioning school bus fleets to zero-emission vehicles isn't matching reality on the ground. The five-year delay will allow districts more time and flexibility to budget responsibly, build out charging infrastructure and develop real transition plans.

Higher Education

Funding

What happened: The budget provides significant new operating investments across New York's public higher education systems.

Operating aid to SUNY increases by $49.3 million.
Operating aid to CUNY increases by $69 million.
SUNY community colleges receive an $11.5 million increase in base aid.
CUNY community colleges receive $7.3 million increase in base aid.

Additionally, the enacted budget provides $80 million in debt-service relief for the three SUNY hospitals, $100 million in operating aid for SUNY Downstate, and $150 million in capital funding to be divided among the three teaching hospitals.

What this means: These investments support the faculty and staff who make these institutions run, as well as the students who are the future of New York's economy and workforce.

Reconnect

What happened: Funding for the SUNY and CUNY Reconnect program is significantly expanded in this budget, totaling $63.8 million. The program covers students aged 25 to 55 who are enrolled at a New York state two-year or four-year public institution of higher education in an approved program leading to an associate degree in a high-demand field. New eligible fields include air traffic control, logistics, transportation, and emergency management. Students who already hold a post-secondary degree are also now eligible, provided they enroll in an approved program leading to an associate degree in nursing.

What this means: SUNY Reconnect is a bold step toward making higher education truly accessible. By removing financial barriers, it gives thousands of New Yorkers the chance to return to school, build new careers in high-demand fields and strengthen their families.

Student Health and Safety

Online Safety

What happened: Building on NYSUT's successful push for school cellphone restrictions, the budget incorporates key elements of the Stop Online Predators Act (SOPA), establishing default safety settings for minors on online platforms.

Accounts for users under 18 are set to private by default.
Strangers cannot message, view posts of, or tag minors in content without approval.
Location display is disabled by default.
Integrated AI chatbots and companions are disabled for child users.
Parents gain new controls, including the ability to set spending limits and view transaction histories.

What this means: This is another important step in curbing the power digital platforms have over kids.

AI Chatbots

What happened: Building on NYSUT’s sustained advocacy around technology and student safety, this legislation bans operators of AI-powered chatbots from offering products to minors when those products include unsafe features.

What this means: The bill prohibits features that foster unhealthy emotional attachment or dependency, restricts outputs that could endanger minors, and bans content promoting sexually explicit behavior or other harmful actions. As AI tools become more present in students’ lives both inside and outside the classroom, this legislation ensures that safety — not engagement metrics — comes first.

Protecting Against Ghost Guns

What happened: The enacted budget bans convertible pistols and the sale or distribution of 3D printing codes for firearms. It also creates a working group to establish regulations for the sale of 3D printers with firearm blocking technology.

What this means: Banning 3D printers designed to manufacture firearms is a critical step to keep dangerous ghost guns off our community streets and out of the hands of our children.

Narcan

What happened: The legislation, which requires public schools and libraries to stock Narcan, a lifesaving opioid overdose treatment, has passed in both houses and awaits the governor’s signature.

What this means: Every second matters in an overdose. Narcan can reverse an overdose, but only if it’s accessible immediately. Equipping our buildings with Narcan can save lives in an emergency the same way EpiPens are used for allergic reactions and AEDs for cardiac emergencies.

Affordability, Worker Protections & Revenues

Expanded Tax Credit for Families

What happened: New York’s Child Tax Credit was raised to up to $1,000 per child under the age of four beginning in 2026, and up to $500 for school-aged children beginning in 2027, substantially increasing the previous maximum of $330.

What this means: More money in New Yorkers’ pockets to help families make ends meet.

Revenue (Pied-à-Terre)

What happened: Lawmakers approved a tax on ultrawealthy property owners who are rich enough to maintain a multimillion-dollar second home in New York City, one of the most expensive cities in the world, and may not pay city or state income taxes. The plan, which goes into effect on July 1 and will be instituted in two phases, is expected to generate as much as $500 million annually in new revenue.

What this means: The tax ensures that those who own luxury properties as their second homes are still fairly contributing towards the funding of public schools and services like every other New Yorker.

Union Impersonation Ban

What happened: Both houses passed legislation that explicitly prohibits falsely impersonating a labor union or an employee organization representative to deceive workers and disrupt union operations.

What this means: Pending the governor’s signature, this legislation will give NYSUT and its locals a direct tool to fight back against bad-faith efforts to divide our membership.

Workers' Comp

What happened: Legislation passed in both houses to amend the civil service law to allow public employees who suffer a work-related injury to use accrued paid time off while awaiting workers’ compensation benefits.

What this means: While the bill applies to all public employees, it will have the greatest practical impact on SRPs who need to weather a gap in pay.

Labor, Pensions & Retirement

Fixing Tier 6

What happened: Significant improvements to Tier 6 across the board with fixes that vary by specific retirement system:

For Tier 6 members in NYSTRS and NYCTRS — a group that includes most teachers and teaching assistants — the retirement age will be reduced by five years, from 63 to 58, for members with 30 years of service (without penalties).
For Tier 6 members in NYSERS, NYCERS and NYCBERS — many school-related professionals, support staff and other workers — contribution rates will be reduced across most salary bands (3–5.75% based on salary).
Members of the SUNY and CUNY Optional Retirement Program (ORP) will have contribution bands adjusted to align with the changes above, and ORP members will receive an additional 1% state contribution to their accounts.
For Tiers 5 and 6 members who receive overtime in pension calculations across all affected systems, the overtime ceiling used in final average salary calculations increases from $22,500 to $30,000, with 3% annual increases going forward. For State Police & Fire Tier 6 members, the share of overtime counted toward final average salary rises from 15% to 25% of salary.

What this means: Taken together, these are the most significant change we’ve ever had to Tier 6. TRS members will be able to retire half a decade earlier. For members in other retirement systems, lowering contribution rates will keep money in their pockets, paycheck after paycheck. Added to our fixes in previous years, we’re well on our way to fixing Tier 6, but we’re not done yet.

President Person says: “This victory belongs to every member who spoke out, rallied, lobbied, and kept the pressure on. We are taking an important step toward building a fairer future for the next generation of public workers. And we’re going to keep fighting."

Defending Retiree Healthcare Benefits (IRMAA)

What happened: The enacted budget preserves the Income Related Monthly Adjustment Amount reimbursement (IRMAA) for Medicare Part B for active or retired employees or their dependents in NYSHIP.

What this means: New York's public servants who have dedicated their careers to our students and communities will not see sudden spikes in their healthcare costs from the threatened removal of IRMAA from the budget.

What’s Next

This year’s budget demonstrates what’s possible when we use our collective power to fight for what students and communities deserve — and NYSUT members secured meaningful wins worth celebrating.

But the work is far from over. We must continue pushing for deeper reforms to Tier 6 that make public service a more sustainable career for the next generation; stand firm against private school voucher schemes that threaten to drain resources from public schools; and demand stronger charter school accountability and meaningful community input when new charters are proposed.

We must also increase funding to expand community schools across the state, a proven model for combating child poverty. And it is critical for New York to make significant investment in civics education and media literacy so our students can navigate a digital world shaped by AI, misinformation and constant online influence.

NYSUT will keep fighting to ensure every student, educator and community gets the support they deserve. And in an election year, we will harness our strength to make sure lawmakers seeking to keep their seats in the halls of power are listening.

News Feed

NYSUT members: We pink we can

NYSUT poster celebrates Native American Heritage Month, Nov. 1–30

NYSUT members deliver major election victories across New York

Leadership conference equips more SRPs with skills to negotiate a living wage

Photo Gallery

CUNY and SUNY Reconnect: A success story across the state

Photo Gallery

NYSUT statement on the passing of Dolores Huerta

Another win for kids: AI chatbot protections signed into law

Mildew and mold: more than just a surface-level problem for schools

Free ELT media literacy series empowers educators

UPK funding expands opportunities for New York’s youngest students

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Paw professionals: A union member’s approach to canine education

Photo Gallery

In it together for Making Strides

Auburn teachers score arbitration victory

NYSUT on Hochul’s participation in Trump's voucher scheme

Fairport bus attendant’s son helped her find right direction

New York elected leaders unite against federal private school voucher scheme

Unplugged: Educators, health experts and lawmakers consider responsible tech use in the classroom

Photo Gallery

NYSUT celebrates LGBT+ History Month, Oct. 1–31, with a poster honoring Jason Collins

NYSUT statement on Trump administration’s private school voucher regulations

NYSUT members put more life in their time, with Making Strides

Join Team NYSUT

Hundreds convene for NYSUT's Unplugged conference

The show must go on for Levittown music teacher

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Back to school: Are screens helping students or hurting them?

Free NYSUT poster celebrates Hispanic Heritage Month

Hundreds call on Gov. Hochul to reject Trump voucher scheme

NYSUT statement on New York Inspires and Regents exams

No robot teachers; protect human-centered learning

Buffalo-area unions, community come together for a back-to-school giveaway and job fair

Photo Gallery

Guardians of Lake Ontario: NOAA grant helps educators build authentic learning experiences

UUP members ratify “historic” contract by overwhelming majority

NYSUT issues 2026 endorsements for U.S. Congress, State Senate and State Assembly

NYSUT ELT simplifies graduate work for members

Babylon TA expands paid parental leave

NYSUT lawsuit seeks to halt Diamond Charter School relocation

Letter to Commissioner Betty A. Rosa and the Members of the New York State Board of Regents

Locals build organizing muscle at LAP

Photo Gallery

NYSUT releases statement on Salamanca School District's plan to introduce humanoid robot into classrooms

At CTE summer camps, students get a snapshot of five careers

Photo Gallery

Farm to school program helps cafeterias reap local bounty

Electric school bus mandate postponed five years

Not anti-tech; pro-child

What NYSUT is fighting for:

By the numbers:

New Poll: Majority of New York voters oppose opting into taxpayer-funded private school voucher program

Resolution to Support Closing the “Voluntary Intoxication Loophole” and Expanding Protections for Survivors of Sexual Assault in New York State

New Yorkers back public schools in state’s budget revotes

Syracuse teaching assistants learn to train their own

Civics in Action: Seal of Civic Readiness inspires students to serve community

Classroom to Community Civic Readiness Grant

2026 Regents Exam Issues - We Need to Hear from You

2026 Regents Exam Issues

Celebrate Juneteenth

NYSUT, UFT charge the State University of New York violated state charter cap

2026 State Legislative Session Victories

NYSUT poster celebrates Native American Heritage Month,
Nov. 1–30

Guardians of Lake Ontario:
NOAA grant helps educators build authentic learning experiences