teacher at this school ever had to worry about basic supplies. Therefore, it
was not unusual for departments to “pool” their Teacher’s Choice funds
to make major purchases, such as a television with a VCR/DVD setup for
use in classrooms. This set a precedent.
Principal Valletta decided to tackle the duplication problem through
creative use of these monies. The union representative was in agree-
ment there was a duplication crisis with department machines breaking
down more and more frequently. Ms. Valletta proposed establishing a
duplication center where teachers could bring materials to be reproduced
and have them ready for use the next day. If the majority of the teachers
agreed to contribute half of their Teacher’s Choice monies to the mainte-
nance of this room to pay for ink/toner and the photocopier repair contract
costs, she would budget school funds to purchase two top-of-the-line,
high-volume machines.
In addition, the school would pay for a full-time school aide to run this
equipment. Any items delivered to the room before noon would be ready
for the teacher the following morning. The union representative agreed
and about two-thirds of the staff put in half their funds, more than enough
to cover the supply and maintenance costs.
This worked very well. The aide was trained in correct use of the ma-
chines and basic repairs. When he saw that a problem was beyond his
ability, he called the company’s repairman. The aide was efficient. On
days when there were a normal number of requests, he could fill orders
as teachers waited. There were few breakdowns, the school could trade in
and upgrade machines more frequently, and teachers could be very certain
they would have their materials when they needed them.
Teachers need books. This seems simple, but it is not always the easiest
need to fill. The cost of books has risen astronomically. In some areas
such as math and science a single text now costs more than seventy dol-
lars. New schools are given start-up funds so that they can open with all
the texts and other books they need. However, once a school is established,
the book allocation (in New York State) comes from state book monies.
Each school is allotted so much money per student each year. This amount
could never pay for a new book in each class for each student, nor is it
intended to. Under New York State guidelines, a textbook should last five
years; a paperback book, three years. Therefore, the money is deemed
88 Chapter 7