teacher prep

Department of Education wants the state to let it certify teachers

If the Department of Education gets its way, new teachers won’t have to enroll in local colleges or universities to get certification to work in city schools.

Shael Polakow-Suransky, the department’s second in command, said today that the department would ask the state for permission to certify teachers internally by using top educators to train new recruits in shortage areas. Currently, teachers must either have completed an education certification program at a college or university or be enrolled in one.

Traditional teacher preparation programs have not produced enough special education or science teachers to fill the city’s needs, Polakow-Suransky said. Reforms to the way students with disabilities are served this year have pushed the city to offer current teachers an incentive to take classes that would allow them to lead special education classes.

“We don’t want to have to depend on a university in order to train our teachers,” he said this afternoon. “Already, we’re having to retrain many teachers when they come into the system because they don’t have the skills that they need.”

State officials say they will consider the city’s application when it is formally filed. But if approved, the proposal would build on several other changes to teacher preparation rules that the state has rolled out in recent years in response to growing criticism that teachers trained in the traditional way are not always up to par.

In 2009, state officials announced that alternative certification programs such as Teach for America would become eligible to certify teachers without partnering with a college or university to provide training, as they always had. This past June, the American Museum of Natural History became the first non-graduate school to gain state permission to certify teachers.

Last year, a new graduate school of education, Relay GSE, opened with an exclusive mission of training teachers while they are already working in schools; several charter school networks now use it to train their teachers exclusively, and some district teachers attend as well. The state is currently in the process of adopting new certification standards that focus more on real teaching and less on written tests and other benchmarks to prove competence.

But no district has yet been granted permission to certify its own teachers. Such a move would grant an unprecedented level of authority to local education officials while heightening competition with existing teacher preparation programs.

Under the proposal, which the city has not yet made formally, the department would fast-track teachers into the classroom for areas where more teachers are needed, including special education and science. They would work in thriving schools alongside strong teachers who would serve as instructors in an arrangement similar to that of small-scale residency programs that the city introduced last year.

The difference would be that no higher education institution would have to be involved, saving both teachers and the city on tuition while freeing up more of teachers’ time to focus on on-the-ground needs.

Polakow-Suransky announced the proposal while testifying before Gov. Andrew Cuomo’s education reform commission this afternoon during a meeting that was held at a teaching college, Bank Street College of Education.

“While we have some really powerful partnerships with higher education, the capacity to drive teacher development exists within the system,” Polakow-Suransky said. He added, “I don’t think the higher education programs are going away, and that wouldn’t be my intention.”

The program would not award master’s degrees and would not supplant the city’s longstanding Teaching Fellows program, which brings new teachers into the classroom full-time while also requiring them to take classes at local universities. But Polakow-Suransky left open the possibility that a department-run certification program could expand in the future.

“This would be initially small because we have to prove that we can do this well,” he said. “Who knows where it will lead in the long run?”

Jon Snyder, a dean at Bank Street, said during the commission meeting it would be a mistake to let all of the certification power rest with either higher education or the city alone, because a major problem facing teacher training is the fact that pre-service training does not match up with in-service needs. “We are going to recreate our existing problem” if the city gains more authority over teacher certification, he said.

The city has already had informal conversations about the proposal with Commissioner John King, Polakow-Suransky said. “He didn’t say no. He didn’t say yes either.”

Today, King said, “We’ll review what the city is proposing. Our top priority is to ensure that new teachers have content knowledge and instructional skills to successfully prepare people for college and careers.”

But Board of Regents Chancellor Merryl Tisch said the proposal deserved consideration because it aims to solve a problem — a shortage of teachers in certain areas — that has existed for decades at least.

“You can’t just keep identifying the same problem areas and tread water on difficult questions and say you are moving the system forward,” Tisch said. “Everything needs to be on the table.”

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.