Note: If your association would like to schedule a retirement workshop at your school, your
local president should call Harold Crowley at 800.392.6175, ext. 8240. Please be aware that
the M TA consultants do not have records of your service, so members are advised to bring
that information along to meetings.
AUBURN — Louise Gaskins: first Saturday of
each month, 9 a.m. to 1 p.m., M TA Central Office,
48 S word St., Auburn; 508.791.2121, or at home,
BOS TON — Harold Crowley: Tuesdays,
Wednesdays and Thursdays, 9 a.m. to 4 p.m.,
M TA, 20 Ashburton Place, Boston; 617.878.8240 or
800.392.6175, ext. 8240.
BRAIN TREE — Mary Hanna: second Saturday of
each month, 9 a.m. to 1 p.m., M TA Metropolitan
Office, 100 Grandview Road, Braintree;
781.380.1410, or at home, 781.545.2069.
CAPE COD — Lawrence Abbruzzi: second Saturday
of each month, 9 a.m. to 1 p.m., Barnstable Teachers
Association (B TA), 100 West Main St., Suite #7,
Hyannis; 508.775.8625, or at home, 508.824.9194.
FI TCHBURG — Robert Zbikowski: second Saturday
of each month, 9 a.m. to 1 p.m., Fitchburg Teachers
Association office, 21 Culley St., Fitchburg;
978.790.8864, or at home, 978.297.0123; e-mail:
HOLYOKE — Ron Lech: third Saturday of each
month, 9 a.m. to 1 p.m., M TA Western Office, 55
Bobala Road, Suite 3, Holyoke; 413.537.2335, or at
LYNNFIELD — Mary Parry: third and fourth
Saturdays of each month, 9 a.m. to 1 p.m., M TA
Northeast Office, 50 Salem St., Building B,
Lynnfield; 781.246.9779, or at home, 978.372.2031.
PI T TSFIELD — Ward F. Johnson: second Saturday
of each month, 9 a.m. to 1 p.m., M TA Berkshire
Office, 188 East St., Pittsfield; 413.499.0257, or at
home, 413.443.1722; e-mail: firstname.lastname@example.org.
RAYNHAM — Edward Nelson: third Saturday
of each month, 9 a.m. to 1 p.m., M TA Southeast
Office, 756 Orchard Street, third floor, Raynham;
508.822.5371, or at home, 774.239.7823.
HIGHER EDUCATION AT-LARGE — Edward
McCourt, Wellesley; 781.325.2553; e-mail:
The MTA provides individual retirement consultations throughout the state
to assist members. Proof of membership must be submitted when requesting
retirement services. This schedule is in effect from September to June except
in the Boston office, which is staffed during the summer and school vacations.
REGIONAL RETIREMENT CONSULTATIONS AVAILABLE
All consultations are now by appointment
only during the hours listed.
If approved, the plan calls for
PARCC tests in English language arts
and mathematics to be administered
statewide next spring except in grade
10. Grade 10 students would be
required to pass the grade 10 MCAS
tests through the Class of 2019. The
MCAS science tests would also be
In light of the fact that many
districts cannot meet PARCC’s
technological demands, PARCC would
be available as both an online and
paper test next year.
Chester has said that even if the
BESE rejects PARCC, he will direct the
MCAS test makers to modify that test
in ways that reflect the kind of learning
PARCC is supposed to measure.
Reinforcing the truism that
“politics makes strange bedfellows,”
many traditional opponents of
educators’ unions are on the same
side as the MTA on this issue. For
Institute shares the MTA’s opposition
to PARCC, but disagrees with the
union on most other matters related to
education, charter schools, unions and
Governor Charlie Baker and
Education Secretary James Peyser
both have ties to the Pioneer Institute,
but both have said they want to hear
from all parties before making up their
minds on the PARCC.
Meanwhile, the PARCC
Consortium and the Department of
Elementary and Secondary Education
have their work cut out for them in
setting “cut score” levels, trying to
equate PARCC results with MCAS
results (for one thing, PARCC will
have five levels while MCAS has
four), and figuring out how all these
results will affect school and district
accountability ratings and the educator
Before this past spring’s testing
season, the BESE decided that results
from 2014-15 PARCC tests could
not be used to lower school and
district accountability ratings. No
such commitment has been made for
the 2016 results, however, even for
schools and districts that would be
administering the test for the first time.
Educators also have questions
about the legitimacy of using results
from this new and highly controversial
test for purposes of determining
Student Growth Percentile ratings for
use in the educator evaluation system.
“State education officials are
spending an enormous amount of time
and money slicing and dicing results
from standardized tests — tests that
in no way reflect student learning or
the quality of a school experience,”
Madeloni said. “The harsh reality
is that our students would be much
better off if the federal, state and local
governments ended the onslaught
of high-stakes testing. We need to
stop the madness and give ourselves
and our students the gift of time
and of educator autonomy. These
will unleash teachers’ creativity and
professionalism so that they can add
depth, richness and cultural relevance
to their teaching.”
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