Because their responsibility is not to just show up for the given hours of a class. They're expected to be much more engaged in the life of the college. We don't count hours beyond that. But they're expected to participate in the life of the college, meaning, to develop curriculum when it's needed, to participate -- we're going through our accreditation self-study right now. We look for them to participate in that kind of effort. That's part of the overall faculty responsibility. They must maintain office hours. That is not a requirement --
But don't part-time faculty often meet with students too?
Absolutely, they can. But that's done in a voluntary fashion. That is not a required part of the contract.
The reason I raise the question is a number of years ago my wife had a part-time job. She wanted to re-enter the work force so she applied because she had a graduate 2360 3/11/03 - FY '04 OPERATING BUDGET degree in education for a part-time instructor's job at Community College. She was given an assignment of one course one day a week. You know, it took her every day of the week to prepare for that and to be available to students. Nobody ever told her she didn't have to respond to the students. She was a good teacher, like I hope that all of your full-time faculty and all of your part-time faculty are. She was conscientious. So it took five days a week to prepare for that one course. I think she got $2300 a year for that one course. It must have been about years ago. Now, in my contacts with the 14 part-time teachers, I find them every bit as 15 dedicated to the work, sometimes more so, but I 16 don't want to draw that generalization then the 17 full-time faculty because to live the life of a 18 part-time teacher, which today often requires them 19 because other colleges follow the practices of 20 Community College, often means that one part-time 21 teacher maybe working at two campuses, three 22 campuses, or four campuses. They don't regard this 23 as just a job of teaching. They all are very 24 concerned about their teachers. They're all very 25 concerned about their students. They're concerned 2361 3/11/03 - FY '04 OPERATING BUDGET about the quality of their work. So I think that maybe there is not a full understanding of the great contribution of part-time teachers make. Maybe they're not required, and I suspect you have no way of compelling a full-time teacher either to do all of these things, but I think there's an equality of response. A good teacher does what's necessary outside of work hours to make sure that their teaching is as successful as it can be. So I just wanted to state that for the record. I don't think that justifies it. And I think it merely is an attempt to kind of disprove the statement of equal pay for equal work. In a society where there is supposed to have been established the concept equal pay for equal work, it is troublesome to find educational institutions lagging behind social progress instead of being model employers. I had occasion to criticize a couple of weeks ago the President of the University of Pennsylvania for her notorious anti-labor position. Imagine a university like the University of Pennsylvania where my family six members have six degrees and I have two of them, how ashamed we are 2362 3/11/03 - FY '04 OPERATING BUDGET of the university when it teaches people to be against unions because they fight the efforts of graduate students to organize. Apparently, at Community College they passed that step finally. They were able to organize, but now they're seeking to get fairness of treatment. And I'm very disturbed that the Community College, which I fought for very, very hard over many, many years, is not a model employer but is dragging behind. I have to believe that things are as they seem most of the time. Seems to me the reason Community College uses so many part-time teachers instead of full-time is because it's cheaper. And I think that's the plain fact. It is cheaper. And I think that's why you do it, and I don't think that's good example. The part-time teachers have a right to be treated with respect, and I think that requires full pay for the kind of work they do. And I think everybody would be dealing with each other more honestly if they recognize that. If the load of a part-time teacher is quarter of the teaching load of a full-time teacher, I think that person ought to get one-quarter of the pay. I don't think the college ought to be the beneficiary of a part-time 2363 3/11/03 - FY '04 OPERATING BUDGET employment program because it makes the college do things that a college ought not to do.
It it ought to be a leader and it ought not to be lagging behind and pulling down economic standards. So I would urge you to do things. And I have to tell you the argument that you're bound by the contract -- of course, you don't have a law school, but you don't really need a law school to know any contract isn't a law that can in the never be changed. The two parties to a contract can agree at any time to change it. And therefore, I believe it would be quite easy to get the consent of the necessary unions to agree to changes in the contract if you find anything in it which you think prevents them from supporting equal pay for everybody, because that's their position. They're all united in this fight. And I believe that that's just a false argument Dr. Curtis. We welcome your initiative. You brought a lot of good things to the Community College and we're grateful for that. But we'd like it to be fully rounded and we'd like you to feel the responsibility for making sure that you play the role of model in the City as well. And if you did that and you said that the money would be 2364 3/11/03 - FY '04 OPERATING BUDGET available and you told us how much money would be involved, and I'd like to know what that figure is, what would be needed to make sure that instead of 400 full and 650 part-time, how many full-time teachers would you need to complete the work?
I don't know that we can do that right here, but we could probably come up with a number.
That may be that there are certain circumstances in which a few part-time teaches might be needed, but certainly the proportion is way out of balance. I can see you may try to an experimental teaching course, you don't know how it's going to go, how many students will be interested or what the success rate will be. You may want to have part-time teachers for that until 2365 3/11/03 - FY '04 OPERATING BUDGET the course establishes its ability to continually attract students. But I'm thinking of a steady pattern. I don't think any college ought to employ personnel at a level which compels those personnel people to people live the life that so many of these part-time instructors have to lead in order to survive. It was easy for my wife because at the time she taught I was in the private practice of the law, so the teaching to her was a liberation from a life of just dealing with four kids and it involved maybe her sanity, because men usually don't understand, but I think I came to understand somewhat the problem of women who stay at home with children and that's their circle of life, and she needed desperately a change. But for most of these folks that are part-time teachers, that's their life and I think we waist their valuable time and I think we treat them like serfs when they ought not to be serfs. They ought to be treated with dignity and respect, because I think they help to carry the college. My guess is your 650 part-time teachers teach almost as many courses as 400 full-time.
Well, that I've already you, it's 60/40. It has to be at least percent taught by full-timers.
But 40 percent is a great percentage of your college time. It means most of your students are spending a lot of time with these part-time teachers, and I think they ought to have available to them -- the students ought to have available to them teachers that are not chasing from one end of the City or State or maybe going into another state in order to earn enough money to be able to raise a family. I think it would be awfully good if Community College took leadership in this fight and said "We're going to limit part-time teachers to the purpose for which they were really founded," and that was to meet certain circumstances where it was not clear at all that full-time faculty wise decision. A. But I think you depend very heavily on these part-time teachers and I think you ought to put an end to it.
If I may, I'll just say a 2367 3/11/03 - FY '04 OPERATING BUDGET couple words. And I'll try not to repeat what I've said before. First, I want to be sure that -- there are two different issues here. They are at times may be merge, but there are two. One is what is the percentage of full-timers that could be hired, quite apart away from the rate of pay issue. And I just want to be sure I've been clear on that. There are a number of reasons why it would be in the worse interest of the college to have anything approaching a hundred percent. One, it has to do with expertise, as I've mentioned before. But another is in part driven by budget and by realities of life. Of all the sectors of higher education, we are most susceptible to the vagaries of enrollment. We are counter-cyclical. In a good economy, and I use the '90s in the City of Philadelphia as the example, when the student population that we serve which is very job driven, can get jobs, they will take the jobs instead of college or they'll take the jobs and maybe go to college but often part-time as opposed to full time. What you see then is stable or declining enrollment. In an economy as we're experiencing right now, that is not true. It's the opposite; the enrollment increasing. If you go to a 2368 3/11/03 - FY '04 OPERATING BUDGET faculty specifically, but I would say this even about some other areas too, that is too high percentage of full-timers, what you face then is the potential of layoffs down the road. That is not what we want to do. I'm not at all opposed to the majority core of our institution being full-time. The obvious advantages of that, I think we all agree upon. But I would want to make that clear, at some point, and I don't know what that point is, it would endanger a curriculum, at least in terms of the ability to retain someone. Because we do fluctuate enrollment-wise much more than any other sector of higher education. So on the full-time piece, there are reasons. On the part-time, I would say, again, respectfully, that there are certainly a number of and many part-timers that fall into the category that you've described, that is to say, they teach at more than one place. That's not true by any means, though, of all. And not all fall in the category that your wife fell into. There are many who are practicing in a given field and want to teach one course or two courses and we want them for that reason. They're not making their livelihood from that and so on. That doesn't, in my view, mean that 2369 3/11/03 - FY '04 OPERATING BUDGET we shouldn't pay them what they're worth. Whatever the situation is, we should be paying for the value. I do believe there is a difference in the expectation of what a full-time faculty member brings to the life of the college. I agree with you that around the classroom we would want and hope that faculty will respond as your wife did, adjunct faculty, and give some time to the students and so on. But they are not obliged to develop a new course and they, on the whole, don't do that. They're not obliged to participate on committees or all the things that it takes to run the college, to advise clubs and so on. You'll find some that do, that volunteer that, but on the whole that is not what happens. That is the expectation of full-time employment. Whether you're an administrator or a faculty member that you're going to participate much more fully. It is not just a matter of teaching the course. And if we need to have further dialog to try to articulate that or define that better, as I said earlier, I'm happy to do that or have others engaged in that, too. But there is a difference.
There is a difference, but wouldn't Community College be 2370 3/11/03 - FY '04 OPERATING BUDGET improved if there were more full-time rather than fewer.
So that the claim for change from part-time to full-time is not an absolute. I think in negotiations where you would define the problems that you see exists, you would define the percentage that maybe 60 percent would move first to 70 or 80 percent or 90 percent instead of a hundred percent. Maybe you would have some clauses dealing with the question what happens in layoff. I agree with you, you want to make all the contingencies plausible. You happen to be a perfect case in example, I was arguing this morning with a newsman who didn't understand why when economic times are tougher, the City has a greater responsibility to folks in the neighborhood than when times are good. If a family is facing economic problems, it needs more supportive services, not less. Apparently, the same thing applies to community Community College. If people get jobs easily in times of economic strength then, of course, college looks less desirable. I don't think it's just a sign of community college, I think many 2371 3/11/03 - FY '04 OPERATING BUDGET universities find the same thing that their enrollment goes up. But let me ask you specifically, the teachers colleges in Pennsylvania, don't they now have a system of pay parity because that -- you know, if I have a system of pay parity, that removes this ugly element. Is the college really doing it to save money, is that the purpose? Because if you did that then neither I nor anybody else could have a suspicion you're doing it to save money. You're doing it for some educational purpose. But the fact is here it seems to me you save a lot of money and I'd like your staff to would work up how much money in your next appearance and be ready to answer that away. How much money would it take to achieve parity, say, at 70 percent, 80 percent to 90 percent as well as a hundred percent? And the teachers colleges, I understand, are at a hundred percent level. State teachers colleges in Pennsylvania. In other words, if a part-time instructor at a State teachers college teaches one-fourth as many courses as a full time instructor, that part-time instructor receives 2372 3/11/03 - FY '04 OPERATING BUDGET one-fourth of the pay and benefits. Now, that, to me, seems fair. No one can say that the teachers colleges are using part-time faculty for any reason other than the good of the college and good the students because you remove the element of pay benefit to the college by use of part-time employment. And I want to encourage Community College to think about it. You have a very special place in my heart because I've felt that Community College ought, as a matter of fact, be a four-year college because I've found not only my wife -- I use her merely as an example of the dedication that I find among all part-time teachers, but I used her merely to show my support for the concept I think community staff has a staff of teachers, full time as well as part-time, more did dedicated than I've seen in any full time university. I think you do. And the work you do, you do an astounded job of teaching, and I wanted to pay compliments to you and to all of the faculty and to everybody that participates at Community College. Now, one thing you have on your side, you have students who want to go. They're not 2373 3/11/03 - FY '04 OPERATING BUDGET compelled to go. And so I say you have that one advantage. But the other advantage you have is a faculty that has dedication, likes of which I've never seen at any other institution. And I don't want to derogate. I spent many years at the University of Pennsylvania and it's a very fine school. But if I had to consider faculty for faculty, I would take Community College over the University of Pennsylvania as a quality faculty because of the extreme dedication of its faculty full-time and part-time. So we'll look to your return. Madam Chair, I would look to the return of Dr. Curtis with the information. Again, thank you for participating.
Thank you. And we certainly agree with you in terms of the special mission and role that we think we play in the City and the dedication of all of our faculty and staff as well.
Let me just reiterate one point. I think I made it. Would you have any objection, if there were funding provided after you give us the information, that would enable you to 2374 3/11/03 - FY '04 OPERATING BUDGET consider increasing substantially the percentage of full-time as against the part-time, would you be acquiescing to a position if the other sides of the contract asked for a reopener of the contract to permit a change of language which would accommodate that?
I can't tell you an unequivocal yes, sir. First of all we're talking about -- while I don't have the exact figures, we're talking 8 to 10 million. We're talking a significant amount of money. Secondly, we need to know that whatever amount we're talking about is available then on an ongoing basis year after year. I also want to account, I've raised student tuition on purpose two or three times today because that's always a piece of the equation for us no matter what we're talking about in terms of bettering the college, whether it's hiring more full-time faculty or providing other kinds of opportunities. So I just want to be sure that from my advantage point I'm clear, this issue no matter how sympathetic we might be in terms of, let's say, the number of full-timers, there are other issues as well.
Could you explain 2375 3/11/03 - FY '04 OPERATING BUDGET those other issues either now or at the next time you're here? Because we'd like to have a full panoply before us because ultimately the City Council has to make its decision. And on behalf of the City Council, I would like to apologize for the fact that generally we've never met the one-third requirement, that we have not met our duties and responsibilities. We've always let Mayors find some reason, whoever the Mayor is, to cut down on Community College. They don't ever seem to cut down on business development. But somehow on the field of education to which all of us salute, every time we mention the word "education," it seems as when it comes to producing money, sometimes we fail our duties. And I want to apologize to you and would pledge if we got all the information, I would work very hard to rectify that. I have a feeling that this City Council would be the kind of Council that would want to do that. And to that I would pledge you and I would hope that you're willing to consider the changes we've talked about today. Thank you, Madam Chair.
You're welcome, Councilman. Let me agree with all the wonderful 2376 3/11/03 - FY '04 OPERATING BUDGET things he said about CCP and certainly put plug in for our west branch under Ms. Smith. Lillian Smith is fabulous, and I'm sure the record will show from whence we've come under her leadership and her involvement and interaction with the community is phenomenal. So we appreciate all that you represent. Councilwoman Blondel Reynolds Brown.
Thank you. I do have a final question regarding support programs for students, particularly African American students who have to take English one, two, or three times. What kind of anchors, support programs are in place for those students who have to meet the standard until they meet the standard?
There are many. There are certainly general support that any student can take advantage of. We offer tutoring for any student; it's free. We have specifically in that area a writing lab, et cetera, et cetera. But you can talk about math lab, you can talk about technology and open computer lab and the like. So there are learning assistance centers on the campus. Some programs, specific programs particularly for 2377 3/11/03 - FY '04 OPERATING BUDGET students who come in not meeting all the basic skills requirements for some credit courses, for example, have specific staff attached to the program s support. So again, it depends upon the given program. But that's widely available. That's without regard for anything. Every student has access to those kinds of support services. That's a given with us. Students come to us, as you know, for a variety of reasons. Sometimes cost, and that's been mentioned that they can really move forward in their education at a lesser cost. In other cases, because they were in open enrollment institution, open admissions institution and they may not have exactly the thorough preparation education that they need. We provide that kind of developmental education opportunity that not all places do. But with that comes the support network. That's absolutely part and parcel of what we offer.
And they can take advantage of those kinds of programs prior to actually enrolling so that they get to where they need to be -- you have programs that get them to where they need to be after high school and before enrollment in Community College? 2378 3/11/03 - FY '04 OPERATING BUDGET
I wouldn't say that. There is a program, actually, in the summer that does just what you described, but it's fairly small. So most students don't take advantage of that. We're really talking about once they're enrolled they're taking advantage of a lot of these things.
Well, I think it just speaks again to the enormous responsibility, job that the Philadelphia School District has as it looks at its high school plan and as it moves to roll out the new high school movement, they're calling it, the opportunity to sit down with CCP, particularly CCP which does have open enrollment, and figure out how we can graduate high school seniors who at the minimum meets CCP requirements. Some view it as an opportunity. Others would view it as a challenge, but when I hear that any student has to take English four or five times is a sad commentary. If you follow dots, it tracks right back to what we're not doing at the public school level. So that's my own commentary with regards to the enormous job the Public School System has. Thanks again for your testimony.
Thank you Councilwoman Reynolds-Brown. And let me thank all who are here. Pay equity obviously is an important issue around the country. We thank all of you for raising the issue. And certainly for our Deborah Cobb, we thank you. Lynette Brown is looking into this issue again for us since she worked Deborah a few years ago, and certainly she is one of our wonderful people who's sincere about her education and we want to help her as well. Councilman Cohen.
Next to me is a sign, which I have some difficulty reading. But my aid has better eyesight and tells me it alleges some form of racism and unfair conduct in the English Department. I know nothing beyond that sign. But since the young women bearing that sign has been very patient and persistent, do you have comment? What is this about? We don't like to have people come to Council expressing an opinion without either giving them an opportunity to be heard or giving who ever is accused of unfairness an opportunity to reply. Do you have any knowledge at all?
I have a general comment. 2380 3/11/03 - FY '04 OPERATING BUDGET I don't have all the details, but I believe this does concern a grade and whether or not a course is passed. And again, we have a process for that. I think we have done some dealing with this particular situation before. We're happy to, again, provide opportunity, but we actually have a process when it comes to grade appeals or the success that a student fees he or she is or is not having in a given course, for that matter, any other kind of situation in a classroom. But there is indeed a process which we gladly support.
To the best of my knowledge, it began to be and then the student was given an opportunity to move to the next level and didn't take advantage of that. But again, we will investigate. I think we're committed to try to do that.
Madam Chair, I would like before this ends to give the person carrying the sign an opportunity to be heard.
Fine. Deb, please come around to the witness 2381 3/11/03 - FY '04 OPERATING BUDGET table. Thank you very much, Dr. Curtis and Ms. Cohen. Thank you both. And we thank you. Deb has been coming into my office for years with regard to this matter when she was a student and since she's had problems in this regard. She's been here before. In fact, last year to discuss this issue, and we welcome you again. Please state your name for the record love you to.
Yes. God bless. I'm blessed to be here my name is Deborah Cobb, C-O-B-B. I'm a taxpayer, a registered voter, a student, a native Philadelphian. My academic career has been unjustly interrupted by Community College English Department. I am not saying that Community College does not have its assets. I basically have loved the institution. I am saying that demagogical forces and ideologies have caused me to suffer, along with several other students that do not know what to do. Some have dropped out, some have given up, some have went on to other institutions. I myself have finally come out of the lion's mouth so that I can address this with litigation. 2382 3/11/03 - FY '04 OPERATING BUDGET The Congressman of the United States wrote President Curtis February of 2002 acknowledging a review of my records. In January of 2001, Dr. Curtis told me in the hall in the cafeteria of Community College as approached him -- I asked him had he received my notarized certified reports. They consisted of 9 Fs of fraud on my student transcripts. 10 In March 1, 1999 when I came to the 11 English Department to find out what was going on 12 with my records, I was taken into an office by the 13 chairman of the English Department, Dr. John Howel 14 and I was told, "Deborah, I'm an agent of the State. " I told him, "Dr. Howel, I have intellectual properties and I'll do just fine. " I did not realize really what he was saying to me. I am the underprivileged, the working poor, the disadvantaged. I have a right to a fair education before Thurgood Marshall and Brown v. 2383 3/11/03 - FY '04 OPERATING BUDGET Board of Education. I have a right. Everyone has a right. God meant for all of us to be something in life, and some of us must acquire a formal education. Maybe or 40 years ago you may not 7 have needed a college education, but today when you 8 go in employment offices, they ask what degree do 9 you have. 10 I'm a non-traditional student and I'm 11 also decent human being. I don't deserve -- 12 December the 12th, the teacher that was contacted, 13 she said -- "Katherine Pecullo told us in a meeting 14 with the vice president of the school Dr. Judith Gay 15 that she was contacted in the middle of the night 16 about me. I have about 86 papers from her class 17 from 1999 and I have about 76 papers from another 18 English 1012 class. My dispute is not only 16 Fs of 19 fraud on my student transcript, it's also -- 20 Community School school grading policy has been changed after three years I've been fighting them about honoring the school grading policy. It's stated that any courses above 100, such English 101 and English 108, you must get A, B, C, D, or F, a letter grade. I discovered I have MP grades for 2384 3/11/03 - FY '04 OPERATING BUDGET both courses. After Congressman Robert A. Brady wrote them in February Community College changed my MP grades that I had been fighting for almost two years, they changed them to a D and an F. Never notified me in mail. Everything I've ever sent to them I've sent notarized here in City Council and certified. And sometimes that has a struggle because I didn't always have 4 or $5 to pay for it to be certified. I demand justice in this. I will keep fighting. I will put it on a further public forum and I am planning litigation. No student should be treated like this. The people that were there to help me, they are constantly hindering me. I want my grade to reflect work. I am an A-B student basically. The work is nothing under a C, and I could not acquire nothing but MP grades. Dr. John Howel, when I kept insisting in writing that these were improper grades, I must receive a letter grade, he wrote back to me and put a black crayon through my name in the memo that the school grading policy was an oversight and that it would be changed in the next catalog.
Catalog 2000-2001 came along, but finally 2002 they 2385 3/11/03 - FY '04 OPERATING BUDGET changed English 101 and 108 stating the word that you may, may not get 3 credits towards graduation. When did English 101 and English 108, above 100 college level courses become remedial courses. I mean, you can't ask the to government to pay -- most of us are poor students. We're either working, laid off, on welfare to work, recovering people. How can you ask us to go to school for 4 to months and not give us college credits for college level courses. How can you ask the government to pay on scholarships and grant such a thing. And why did they change the two classes that I've been told to go take a train and black crayon through my name? The English Department, I am told, runs the school. They make all the decisions. I'm told it's household word with the sanitation environmental services that the English department are greedy and they're racist. I have been abused by the English Department and I will not stop. If the media will not come to me, I am going to go to them. There are several thousands students that have dropped out or repeating English over and 2386 3/11/03 - FY '04 OPERATING BUDGET over and over again. Please get the statistics. I will help to work on them, if necessary. I'm a paralegal student. I would have re-took the courses. I took English 101 paralleled with political science. I passed the political science and my political science said it's awful strange English didn't pass. English 101, she gave me an A October 29 on a nine-page midterm assignment. And then for the month of November you're out for a week for thanksgiving. I had four Cs in that time and December 5th, the grades go in and I still end up with MP grades when I'm telling them, these are improper grades. My hands are really full. I was trying to tell the chairman of the English Department of my delima that I keep receiving these letters that are cutting off my financial aid right in the middle of semester or that I'm on academic probation. Except that I'm going to end up a professional student. I love school. I'm 43, and if I don't go to school now, I'll never go. I've been out of school over year now behind fraud and racism. I end up going to Jannie Blackwell's office in May of 2000, and 16 Fs of fraud were 2387 3/11/03 - FY '04 OPERATING BUDGET discovered on my student transcripts by the help of Lynette Brown. Unfortunately, she works for the college. And it's a great institution, but there must be some change. Dr. Beatrice Jones and Debbie Allen -- and when we also put the other issue of the English 101 and 108, I wanted a letter grade. I wanted a grade also to reflect my work. And I had MPs, which means making progress. A black crayon put through my name and telling me it's an oversight. We cannot have a chairman of an English Department or English Department holding African Americans, anybody, for that matter, back. They're holding us back from getting our degrees. How did I pass political science, civil litigation, an A sociology, psychology and the English Department won't pass me. Apparently, I do know how to write an essay.
Thank you for the opportunity. I did not mean to be as passionate. I have really suffered. And they need to be mindful of violence in the workplace, because by the grace of God I was able with support and I'm decent person 2388 3/11/03 - FY '04 OPERATING BUDGET not to come in there and handle this in a violent manner. But I am very angry, I'm upset, but I'm going to deal with this in a logical, civil manner. And plus, I have the fight for the other students that don't have feistiness, the fight or the will. I don't even know where I got the strength from. But I know that God and public officials that have supported me and listened to me -- and Jannie, I wouldn't been able to go to school without the help of Jannie Blackwell. God be an instrument, where she was able to find what the problem was, that there was a problem. Also, I paid off the deficit. I end up with a deficit $400 with Community College. From the stress, I withdraw in September of 2001. I have had nothing but heartache since then until now trying to get my 30 college credits acknowledged. They had me for 27 college credits when it should have been 30. And in January of 2000 it cut off all my State funding where I couldn't even go to school because I didn't have 30 college credits, a high school or GED. I since then had to go to W. Wilson Goode's office, get his director Mr. Steven Bane to write to Harrisburg, and now I have my diploma. I 2389 3/11/03 - FY '04 OPERATING BUDGET have 30 college credits after almost and a half, almost years of school. And I also have a legal battle coming that I really don't understand, but I know right is right and wrong and wrong. The icing on the cake, and I'm going to leave with this, when the vice president of the school asked Katherine Pecullo who put in writing to build a case against me, they're saying that I didn't turn in research assignments, no revisions, no drafts, as if I didn't my work. I have all my work. They wouldn't look at my work. Her assistant did, but they would not acknowledge work. My work is A-B work and it will stand. The quality and the quantity of it will stand in the federal court and it will stand in the newspaper. It's not fair. I'm not playing. They must be fair to the students. And then here I didn't expect that their staff members and most of the teachers that teach are part-time staff members and most of them are very good teachers. I'm not saying even that the teachers with ideologies clashing they didn't what they taught wasn't well. I'm saying why would a teacher say that the English Department contact her 2390 3/11/03 - FY '04 OPERATING BUDGET in the middle of the night, that's why she lied on a student? Then saying I don't have research assignments. I have two research assignments, one pages, one 7, and they both had her handwriting all through it, and she didn't even know. Her response to that was, "I was contact in the middle night." That's all she could say. So I'm saying I demand justice.
Thank you very 11 much. We appreciate it. And as has been said, they 12 will continue to review that. You can always contact us for Deborah Cobb. Thank you, Deborah. She's been one of our friends for years now. Having said that, any other questions from Members of the Committee? (No response.)
We thank you all. This hearing will be recessed until Wednesday, March 12 at 9:30 a.m. (Council adjourned at 6:20 p.m.) - - - 2391 C E R T I F I C A T I O N I HEREBY CERTIFY that the foregoing proceedings of the Council of the City of Philadelphia of March 11, 2003, were reported fully and accurately by me, and that this is a correct transcript of the same. RE: COMMITTEE OF THE WHOLE ___________________________ Lisa C. Bradley, RPR and Notary Public