teaching the teacher

Duncan: Soon-to-be educators need more time in classroom

Denver Public Schools is “way ahead of the curve” in teacher preparation due in part to the Student Teacher Residency, U.S. Secretary of Education Arne Duncan said Tuesday.

The residency program is offered through the University of Colorado Denver and the Metropolitan State University of Denver.

Teacher preparation was the subject of a town hall Duncan held Tuesday afternoon. Duncan and other participants said that soon-to-be educators need as much time as possible in the classroom, and DPS is achieving that through the residency program.

The program, which launched a year ago, pairs each student at the university with a DPS mentor for a yearlong residency that allows the would-be teacher to work in the classroom full-time.

Duncan has focused on teacher preparation in recent months. In November, his department pitched new guidelines to improve programs for aspiring teachers by requiring states to report annually on the performance of programs – including alternative certification programs – based on a combination of retention rates, new teacher and employer surveys, and student data.

Keeping new and effective teachers in Denver classrooms has also become a concern for school officials here. A report in February found DPS has a high teacher turnover rate.

At the town hall, CU Denver student Linda Abeyta said that spending time in the classroom is an essential prerequisite for becoming a proficient teacher. Abeyta is finishing the Student Teacher Residency program at Denver’s McMeen Elementary School and said she has found time in the classroom beneficial to her future career.

“I feel that student teacher preparation programs need to have their teachers in the room with the kids as much as possible so they’re comfortable and confident and ready to get to know the whole child,” said Abeyta, who will begin teaching third grade at High Tech Elementary later this year.

Panelist Tania Hogan, who works at Greenlee Elementary School in DPS, said aspiring teachers can’t prepare themselves for all the issues students face outside of school by sitting in a university classroom. But they can become more familiar with these issues by being in a public school classroom.

“You start to realize….that many of your kids are suffering from PTSD, homelessness, poverty, abuse. Different things come into play that the new teacher might have not been as prepared (for),” Hogan said. “They become emotionally drained on top of everything else they have to do.”

Abeyta said she got to know her students outside of the classroom setting by making home visits to her students, accompanied by her mentor.

McMeen Elementary participates in the Parent Teacher Home Visit Project, which encourages educators to visits student homes. Schools that participate in the project see an increase in student attendance and test scores, according to the project’s website.

“The dynamic of that relationship completely changes with that student,” Abeyta said. “You get to know the whole child – their interests, their fears, what’s going on with mom and dad. Getting to know that side of that student can really change the entire energy of the classroom. It can really help guide instruction…it builds an atmosphere of trust.”

Update: A previous version omitted the Metropolitan State University of Denver’s participation in the Student Teacher Residency.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.