it's official

The votes are in: Some New York charter schools can now certify their own teachers

PHOTO: Monica Disare
Wednesday's SUNY Charter School Committee meeting.

Dozens of charter schools across New York can now apply to certify their own teachers after the State University of New York’s charter school committee approved new regulations, over the vehement objections of teachers unions and state officials.

In charter schools overseen by SUNY that apply to train their own teachers, prospective teachers now will only have to sit for the equivalent of a month of classroom instruction and practice teaching for 40 hours before becoming certified. And unlike teachers on a traditional certification path in New York, they will not be required to earn a master’s degree or take all of the state’s teacher-certification exams.

Despite pushback, members of the SUNY Board of Trustee’s charter school committee voted 4 to 1 Wednesday to approve the regulations. Supporters argued that they are necessary to fill hiring gaps at high-performing charter schools.

“I believe there is a substantial need for additional teachers in the charter system,” said SUNY board member Edward Spiro. “I would suggest that the proposed regulation may increase [teacher] quality by broadening the pool of candidates for charters to choose from.”

After the vote, the city and state teachers unions said they would challenge the new rules in court.

State Education Commissioner MaryEllen Elia and Board of Regents Chancellor Betty Rosa released a joint statement Wednesday condemning the regulation, which they called “an insult to the teaching profession.” The new rules lower the standards for teachers in SUNY-authorized schools, opening the door to educators with limited experience and training, they said in the statement.

“With this irresponsible action, the SUNY Charter Schools Committee has eroded the quality of teachers in New York State and negatively impacted student achievement,” they said.

Some 167 charter schools across the state — 147 of them in New York City — received their charters from SUNY. In order to apply to certify their own teachers under the new regulation, they must meet certain performance benchmarks and receive SUNY’s approval. Officials said they expect to begin accepting applications this year.

Large charter school networks that already run their own teacher-training programs are likely to benefit from this option, which Success Academy has championed. The networks and other charter advocates argue that their programs better prepare teachers for the day-to-day work of teaching than many traditional higher-education programs.

Achievement First provides five weeks of training to its incoming teachers, along with weekly professional development for all teachers, according to Fatimah Barker, Achievement First’s chief external officer. Those trainings are built around the network’s particular brand of instruction in a way that outside master’s programs would not be, Barker said.

“Ours is very tailored to what kids need,” she said.

Additionally, the regulation will allow charters to recruit teachers from a broader range of backgrounds — including more teachers of color, who are disproportionately excluded from traditional certification routes. Black and Hispanic teachers are about twice as likely as white teachers to have been certified through an alternative program, according to national data.

The traditional path to becoming a teacher in New York is to study education in college and pass a series of exams to earn an initial certification, then earn a master’s degree and teach for three years to become fully certified. There are also alternative routes, which SUNY’s certification plan resembles — though it does not require teachers to attend a college-run training program.

State education leaders and teachers unions have attacked SUNY’s certification plan since it was proposed.

Many of the objections centered on the limited amount of training that would be required of prospective teachers, which critics warned would put unqualified teachers in front of classrooms often filled with low-income students of color. (During Wednesday’s vote, some protestors held up signs calling the proposed regulations racist.)

In response to the pushback, SUNY published updated rules last weekend that increased the amount of required classroom instruction aspiring teachers must sit for and added a requirement that they pass one traditional certification exam or an equivalent test. The revisions also reduced the number of required practice-teaching hours.

On Wednesday, teachers unions and other critics erased all doubt that the changes would quell their concerns as they bashed the proposal and threatened to challenge the rule in court.

Michael Mulgrew, the head of the city teachers union, blasted the proposal and promised, “We will be suing if this board takes action.”

Mulgrew’s message came after the Alliance for Quality Education, a union-backed group, threatened similar legal action late Tuesday. The group claimed that SUNY officials violated state law by failing to give the public time to comment on the revised regulations. (SUNY officials said the changes were not significant enough to warrant another public-comment period.)

“The committee can amend this bad proposal until the cows come home,” said Andy Pallotta president of the state teachers union, in a statement after the vote, “but it doesn’t change the fact that these regulations sell out the state’s most vulnerable children to score political points.”

Price of entry

Becoming a Colorado teacher could soon require fewer transcripts, more training on English learners

Stephanie Wujek teaches science at Wiggins Middle School , on April 5, 2017 in Wiggins, Colorado. Rural areas are having a hard time finding teachers in areas like math and science. (Photo by RJ Sangosti/The Denver Post)

The rules for becoming a teacher in Colorado are about to change — and officials hope the moves will help attract more math teachers and better prepare educators to work with students learning English.

The changes, which the Colorado Department of Education proposed this week, would also cut down on the paperwork needed to enter the profession and make it easier for teachers licensed in other states to re-enter the classroom after they move to Colorado.

The package of changes also includes a slimmed-down teacher evaluation rubric, the first major revision to the rules under Colorado’s 2010 teacher effectiveness law.

Among the proposed changes:

  • Less paperwork for new teachers. Applicants for a teaching license would no longer have to provide transcripts for every school they attended, only the transcripts for the school that granted them their highest degree. (Many colleges hold transcripts hostage for unpaid debt, even minor ones like unpaid parking tickets.
  • Less paperwork for teachers coming from other states. Experienced, licensed teachers from outside Colorado would no longer need to provide transcripts or prove that their teacher preparation program met Colorado standards.
  • More flexibility about previous teaching experience. Licensed teachers from other states would no longer need to have previously worked under a full-time contract to qualify for a Colorado license.
  • A new credential limited to middle-school math. Right now, Colorado only has a secondary math endorsement, which requires competency in trigonometry and calculus. That’s a barrier for teachers moving from other states with a math endorsement limited to middle school, and some see it as a roadblock for those who feel comfortable with algebra but not higher-level math.
  • Additional pathways for counselors and nurses to get licensed to work in schools.

Two bills making their way through the Colorado General Assembly this session would remove another barrier for out-of-state teachers. To qualify for a Colorado license today, teachers must have had three years of continuous teaching experience. If those bills are signed into law, applicants would only need three years of experience in the previous seven years.

Together, the proposals indicate how Colorado officials are working to make it a little easier to become a teacher in the state, which is facing a shortage in math teachers, counselors, and school nurses, among other specialties, as well as a shortage in many rural districts.

Colleen O’Neil, executive director of educator talent for the Colorado Department of Education, said many of the proposed changes came out of listening sessions focused on the state’s teacher shortage held around the state.  

The changes still don’t mean that if you’re a teacher anywhere in the country, you can easily become a teacher in Colorado. Just six states have full reciprocity, meaning anyone with a license from another state can teach with no additional requirements, according to the Education Commission of the States. Teachers whose licenses and endorsements don’t have a direct equivalent in Colorado would still need to apply for an interim license and then work to meet the standards of the appropriate Colorado license or endorsement.

The rule changes also add some requirements. Among those changes:

  • Prospective teachers will need more training on how to work with students learning English. Most significantly, all educator preparation programs would have to include six semester hours or 90 clock hours of training.
  • So will teachers renewing their licenses. They will need 45 clock hours, though the requirement wouldn’t kick in until the first full five-year cycle after the teacher’s most recent renewal. A teacher who just got her license renewed this year would have nine years to complete that additional training, as the requirement wouldn’t apply until the next renewal cycle. Superintendents in districts where less than 2 percent of the students are English language learners could apply for a waiver.

Colorado’s educator preparation rules already call for specialized training for teaching English language learners, but the rule change makes the requirements more explicit.

“We’re the sixth-largest state for English language learners,” O’Neil said. “We want to make sure our educators are equipped to teach all our learners.”

The rule changes would also “streamline,” in O’Neil’s words, the teacher evaluation process. Here’s what would change:

  • The five teacher quality standards would become four. “Reflection” and “leadership” are combined into “professionalism.”
  • The underlying elements of those standards would be reduced, too. Twenty-seven elements would become 17.

Fifty school districts and one charter collaborative have been testing the new evaluation system this year in a pilot program. O’Neil said most of the feedback has been positive, and the rest of the feedback has been to urge officials to winnow down the standards even further. That’s not a change she would support, O’Neil said.

“The reality is that teaching actually is rocket science,” she said. “There are a lot of practices and elements that go into good teaching.”

The state is accepting additional public comment on the rules until April 20, and a public hearing will be held in May. The new rules are expected to be adopted this summer.

Submit written feedback online or send an email to the State Board of Education at

bias in the classroom

‘Disciplinarians first and teachers second’: black male teachers say they face an extra burden

PHOTO: The Laradon School
A teacher and a student at The Laradon School in Denver work together with tactile teaching tools.

As a first-year teacher, Pierce Bond took on a remarkable responsibility: helping other teachers by disciplining or counseling misbehaving students.

That left him to make tough choices, like whether to disrupt his own class mid-lesson to handle problems in the school’s detention room. “Sometimes you have to make that decision,” he told an interviewer. “Do I stop whatever I’m doing now to go deal with this situation?”

The burden was placed on him because he is one of small share of black men in the teaching profession, posits a study published this month in The Urban Review, a peer-reviewed journal. The study relies on interview 27 black male teachers in Boston’s public schools — including Bond, who like others, was identified by a pseudonym — and found several experiences like his.

“Participants perceived that their peers and school administrators positioned them to serve primarily as disciplinarians first and teachers second,” write authors Travis Bristol of Boston University and Marcelle Mentor of the College of New Rochelle.

The paper acknowledges that interviewees were a small, non-random sample of teachers in one district, and their results might not apply elsewhere. But other researchers and policymakers, including former Secretary of Education John King, have acknowledged the phenomenon, which may contribute to schools’ difficulties recruiting and retaining teachers of color.

“Children of color and white children need to see different types of people standing in front of them and teaching them,” said Bristol. “After we recruit [teachers of color], we have to be mindful about how they are positioned in their building and draw on the things they are doing that are successful.”

In the study, which draws from Bristol’s dissertation on the experiences of black male teachers, a number of them described a similar experience: colleagues assuming that they were better able to deal with perceived behavioral issues, particularly among black boys.

One veteran teacher, Adebayo Adjayi, described how older students were regularly sent into his early elementary classroom, making his regular teaching role significantly more difficult.

“Adjayi recognized that his classroom became the school’s disciplinary room, a holding area, and he had become the school disciplinarian,” the researchers write. “Without considering the type of environment that would most support [the school’s] students who were deemed misbehaving, the fifth graders were placed in the same classroom as the prekindergartners.”

Christopher Brooks, a high school teacher, explained how seemingly small favors for colleagues began to add up. “He first said yes to one teacher who asked him, ‘Can you just talk to so-and-so because he’s not giving up his phone?’ and then to another colleague who asked, ‘Can I leave Shawn in here? He can’t seem to sit still.’ By that time, it had become the unspoken norm that Brooks would attend to his colleagues’ misbehaving students,” the study says.

Brooks says this played a role in how he arranged his day, since he knew he needed to be prepared to receive additional students some periods or solve a problem during lunch.

Other teachers told the researchers the the extra responsibilities don’t bother them.

“I understand it because I know how to speak the kids’ language,” said Okonkwo Sutton, a first-year charter school teacher. “I’ve had a very similar childhood and background as many of them.”  

Some of those interviewed questioned the assumptions behind the idea that they should serve as disciplinarians. Peter Baldwin, a novice teacher, described how a colleague suggested he would be able to help one struggling student by talking “man to man.”

“I don’t think he was just gonna respond to me better than others because I’m me, or because I’m a male or because I’m black,” Baldwin said. “I think because I sort of invested time … we’ve built a relationship.”

There’s little if any research on how this additional work or stress affects black male teachers’ job satisfaction, retention, or performance. But there is evidence that teachers of color leave the classroom at a higher rate and are less satisfied with their jobs than white teachers.

At a national level, the numbers are striking: only 2 percent of teachers are black men. Meanwhile, research has repeatedly linked black teachers to better outcomes — test scores, high school graduation rates, behavior — for black students, and that’s led to national pushes to diversify the predominantly white teaching profession, as well as local programs like NYC Men Teach.

The study emphasizes that the findings don’t apply to all black male teachers, and doesn’t try to quantify the experience of being treated as disciplinarians. But the authors suggest that treating black male teachers that way could be unfair to them, their colleagues, and their students.

“School administrators should work to develop more expansive roles for black male teachers and become more cognizant of how black male teachers are implicitly and explicitly positioned in their schools,” the paper says. “Equally important, administrators should work to develop the capacity of all teachers to support and engage all students.”