SAMUEL R. Tyler continues to present teacher salaries as a key roadblock in contract negotiations (“Getting to yes on teacher contract,’’ Op-ed, Jan. 28). There is another key concern that was left out of the argument Tyler and Jorge Martinez made, and that remains a sticking point for the union: providing better professional development to teachers, both to support English language learners and to eliminate the backlog of students who have requested special education.
As an inclusion teacher in the Boston schools who is licensed in general education, special education, and teaching English as a second language, I believe that those areas of reform will ensure success and equality for the city’s children. Boston must create and implement a training program that supports teachers in educating all English language learners. State-mandated training fails to provide teachers with the tools they need to be successful in increasing English fluency in these students.
