teacher appreciation

‘Every child needs a champion’: Meet the teachers who inspired some of the country’s education leaders

To mark Teacher Appreciation Week, Chalkbeat went in search of the educators who changed the lives of the people you read about in our stories.

We asked a handful of influential figures to tell us about the teacher whose action, lesson, or presence made a lasting impact on them. The stories they shared — about the teacher who trusted a future chancellor with a beloved guitar, the one who offered advanced books and a lesson in being “cool,” and another who used their city’s history of black activism to reach students — are worth a read.

Here’s what they told us.

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Mandy Manning, 2018 National Teacher of the Year

Living in a single parent household is really busy all of the time. So my teachers were extremely, extremely important to me, because they were the adults in my life who were supporting me when I was going through those more difficult years. In particular, I had this teacher in middle school. We had just moved to California, and I didn’t have any friends, I didn’t know anybody, I was starting at a brand-new school. And it was seventh grade, so you can imagine.

So here I was, a brand new student, walking into a new school in a new city and a new state. The first day, I had several teachers, which was also something that was new to me. I had gone to a regular sixth-grade class in an elementary school, with one teacher. I remember distinctly walking into my English class with Mrs. Baker. Mrs. Baker was a teacher of color. And Mrs. Baker was so kind. As soon as I walked in the door, I could tell just by her facial expression and her smile that she cared about me.

I was just this new kid. She welcomed me in, and she completely transformed so many things about how I thought about myself. Because of her, I was moved up to honors English the next year, and I also participated in mock trial. I actually got to be one of the lawyers in mock trial. She instilled this confidence in me that I don’t know if I would have had. I fell in love with English and kept going. But the thing I really carried with me was the belief that I could try new things and I could accomplish things I never thought possible. And then becoming an educator, I carry that lesson with me. I welcome all of my kids with an open heart and open mind. My goal is always to help them see how amazing they are.


A. Robert Gregory, Newark Public Schools interim superintendent

Every child needs a champion; someone who believes in them and encourages them to love learning while igniting their curiosity. For me, in my early years, that person was none other than Ms. Pat Longordo, my first-grade teacher at Harriet Tubman Elementary School.

Ms. Longordo greeted her students daily with a warm hug. She never missed a day of work, and moreover, she allowed you to make mistakes and used them as teachable moments. Her warm heart, passion and commitment are attributes every educator should possess. She helped me personally fall in love with reading and poetry at a young age, and taught me the importance and power of words. She dared to care for me and my classmates when so many were losing hope, and reminded us daily that we would one day change America.


Richard Carranza, New York City schools chancellor

Dr. Alfredo Valenzuela, who taught me guitar in the third, fourth grade, was one of those teachers who always made me feel like I was his only student.

My dad was a guitar player — a really good guitar player, but worked all the time. I couldn’t touch his guitar. When we would practice the guitar at school, [Dr. V] would say, take the guitar home! But I was afraid, my parents were afraid, that if we broke it they didn’t have the money to replace it.

I remember Dr. V actually came to my home and brought the guitar and spoke to my mom. He told her, look, this is what they’re for. I have lots of ‘em. If they break, don’t worry about it. But they’re not going to break, because your sons are very responsible young men. I remember that number one, the teacher came to my home, two, he called me a very responsible young man, and three, I had a guitar to practice at home. I would say that was transformational for me.

To this day, I stay in touch with him. He’s gone on to teach music to many, many, many other students. He was just one of those people who I thought, if I can be like Dr. V, I’ll be OK.


Rich Buery, chief of policy and public affairs for KIPP

In my family, education came first. My mother taught public high school for 33 years in East New York, Brooklyn, where I grew up. Former students constantly approached her to thank her. Because of her, I grew up thinking teachers were rock stars. My middle school homeroom teacher Cheryl Virginia confirmed it.

I attended I.S. 383, a public middle school in Bushwick. Like East New York, Bushwick experienced high poverty and crime, and poor educational outcomes. I.S. 383 served gifted and talented black and brown students from these and other low-income Brooklyn neighborhoods. Ms. Virginia created an environment that was comfortable, lively, and nurturing. She taught us we could do anything, and that “to whom much is given, much is required.” She introduced me to books that were far above my reading level, and made me believe I could tackle them.

She encouraged me to be my best self. I remember acting out once, trying to be “cool” to impress a classmate. She explained to me in a blunt but loving way that the way to be cool was to be myself, not to try to be like someone else. Her respect for young people helped me respect myself.

I was fortunate to have Ms. Virginia and other teachers in my life who inspired me to spend my career fighting for high quality public education. Today, as I support the work of great teachers at KIPP schools nationwide, Ms. Virginia remains a beacon.


State Rep. Janet Buckner, vice chair of the Colorado House Education Committee

I will never forget my 1st grade teacher, Mrs. Johnson. Even to this day I can recall every characteristic about her. Where I grew up, I was the only black child in my class, and unfortunately black students were not allowed in kindergarten at the time. Despite this educational setback, Mrs. Johnson saw the potential in me at an early age and instilled values regarding the importance of reading and comprehension.

This led me to practice every night by reading books to my grandmother. Just knowing that I could accomplish this fundamental elementary task as a child created confidence and ownership with regard to my education.

To this day, I credit Mrs. Johnson with my academic success and my acceptance of people who look different from me. Educators have the unique ability to inspire and create lifelong impressions on students. I cannot overstate how important it was for me to have Mrs. Johnson teach me that I was no different from the other students in my class, and that I could accomplish any goal that I set my young mind to. I will always value her kindness and dedication to teaching me the fundamentals of reading.


Randi Weingarten, head of the American Federation of Teachers

A few weeks before I became the national president of the AFT, I asked several of my former teachers, including Mr. Swift, Mr. Dillon, Ms. Gaffney, and of course, my mom, to join me at our convention. I wanted them all there with me to share in the honor of becoming the leader of a teacher’s union, because I’m here thanks to the support of so many other teachers and support personnel with whom I worked over the years, and so many kids who taught me as much as I taught them.

Mr. Swift taught me the value of hard work. Mr. Dillon taught me to teach for the stars. Miss Gaffney taught me confidence. And my mom taught me to repair the world. Teachers everywhere do that every day for millions of kids, and for that, I thank them.


Chris Rogers (left) and Ms. Simpkins (right)

Christopher Rogers, lead director at JustMaybeCo and a Chalkbeat Reader Advisory Board member

Ms. Simpkins was my Hi-Q advisor, our version of the academic decathlon. But in truth, she was and is so much more. When I was in high school in the mid-2000s, she was part of the number of black teachers who grew up in Chester, Pennsylvania. What I loved about Ms. Simpkins was her commitment to teaching us the critical skills we needed to navigate a world that is not set up for many of us, mostly low-income black and brown children, to succeed (dare I say survive).

She had a poster on her classroom wall of a famous Martin Luther King quote: “Intelligence plus character – that is the goal of true education.” She would remind us that King spent time in our hometown, attending Crozer Seminary and studying under local pastors. It wasn’t just that King was here. It was that there was something that everyday Chester folks offered King that allowed him to fully commit to his “drum major for justice” instinct.

This righteous belief in our potential to be able to contribute to something greater than ourselves was modeled in her actions as a community historian and arts advocate. She has collected priceless artifacts of the black experience in Chester, exploring the way black folks have made and remade the city through various struggles against racism and political corruption.

Ms. Simpkins, while being retired from the school district, has yet to really … retire. She’s currently working to rehab the historic YWCA building in our Overtown section of the city as a place where young people and families can gather to learn about the history of the city and collaborate in various forms of art-making and community-building activities.


Bror Saxberg, ‎vice president for learning science at the ‎Chan Zuckerberg Initiative

My handwriting, as many of my current and past colleagues will attest, has never been a reason to bring me into a project. It’s been a challenge stretching back to the start of schooling – it required a near-divine intervention to let me move from first to second grade because of it.

Several teachers over time have made heroic interventions to help me keep moving forward in spite of my dysgraphia. The one I’ll call out now is Dr. Judy Lightfoot, one of my high school English teachers. Years after leaving high school, I discovered that the teachers at my high school held a faculty meeting to discuss “What to do with Bror’s writing – it’s so bad!”

Apparently, and unsurprisingly, even though I tried to type everything I could, many teachers at the high school struggled through my handwriting, to the point where they felt they just couldn’t evaluate my work to give me feedback, or in some cases tell if I knew what I was doing. Hence the discussion.

Dr. Lightfoot stepped in at the meeting to stop it. Apparently, she said something to the effect, “This is ridiculous – we should not be talking about this. I read his writing fine. If any of you have any issues with his writing, just bring it to me, and I will read it for you.”

She did more than support me as her student – she offered to spend her own time with other teachers, to help me succeed despite a problem that was impossible for me to solve. The meeting (or at least that part of the meeting) was over, and I only heard about her intervention with her colleagues many years later. Because of Dr. Lightfoot and other teachers who similarly problem-solved on how to help me succeed, often without me realizing it, I kept on learning, through many years, many degrees. Looking back, it’s their work that now inspires me to pay it forward through my work to find ways to better support great educators to help imperfect learners like me — and all of us.


Jennifer McCormick speaks during a 2016 campaign event.

Jennifer McCormick, Indiana schools chief

My fourth-grade teacher Mrs. Montgomery was instrumental in really setting a tone in the classroom. Literally we all thought we were the favorite student — but now that I look back on it, we really were. She was at Westwood Elementary, our tiny little elementary school out in a cornfield.

I lived out in the country, and we had a long bus ride to school. I remember I’d had a rough morning at home trying to get myself together. Missing the bus was not an option for me because my parents worked. When I showed up at school, I was a flat out mess.

I had these bobby pins that had big frogs on the ends. I remember her taking the time to help me fix my hair and help me re-group at my desk and saying, “You’re going to have a good day.”

I remember that day so clearly. She came in and really saved the day. It’s not just about math, spelling or social studies — it was beyond that. It was probably two minutes, not about academics, just about me as a person and my well-being.

As a teacher, I remembered that time. I had kids who would come in all frazzled. I remember that two minutes of my time could impact 12 hours of their day.

She was at my wedding, and when I became state superintendent, we talked. She was masterful at the relationships piece. Now, having the opportunity to go into a lot of classrooms, that is a skill. I think I continue to hold that close because any time that kids just feel like you care about them, it just goes a lot further than if they think you really don’t care about them. The power of a great educator really impacts you forever.


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Talks collapse, Denver teachers to vote on strike

PHOTO: Erica Meltzer/Chalkbeat

The Denver teachers union will hold a vote on whether to strike after months of negotiations over pay ended in deadlock.

The bargaining team of the Denver Classroom Teachers Association and officials with Denver Public Schools met all day Friday and exchanged several proposals, but they could not close a gap of more than $8 million between the two sides.

Around 10:30 p.m., Superintendent Susana Cordova said the district’s analysis found the union’s latest proposal would actually widen the money gap between the two sides, but said the district wanted to keep talking.

“It’s late, but it’s not midnight,” she said, referring to the deadline to reach an agreement.

Rob Gould, a special education teacher and member of the bargaining team, ended the discussions at that point.

“We came here tonight in good faith,” he said. “We came to correct a longstanding problem in Denver. We made movement tonight, and we’re going to talk to our teachers tomorrow.”

The room packed with red-shirted teachers erupted in cheers. Some were also crying.

Becca Hendricks, a math teacher at Emily Griffith Technical College and a member of the bargaining unit, said she felt mixed emotions at the prospect of a strike: excited at the ability to make a big change for teachers and weighed down by the responsibility.

“It doesn’t feel good,” she said. “It impacts a lot of lives.”

Cordova said she was disappointed that the union called off talks.

“We’re not at the end of the day,” she said after the meeting broke up. “We were really willing to keep talking.”

For Hendricks, it didn’t seem like there was anywhere to go.

“It became clear that the money was not a place they were going to move,” she said. “That’s a hard sticking point for us. We’ve had little to no increases for so many years, so it will take a lot of money to make up all the damage that has accrued.”

A strike requires a vote of two-thirds of the union members who cast votes, which represents about 64 percent of Denver teachers, according to the union. Teachers can join the union even on the day of the vote, which will occur on Saturday and Tuesday, but they must be members to vote.

Cordova said she would ask the state to intervene if there is a positive strike vote. The state could require the two sides to do mediation, use a fact-finder, or hold hearings to try to reach a resolution. But the state can also decline to intervene if officials don’t believe they can be productive. That intervention would delay a strike but not prevent one if the two sides still can’t agree.

The earliest that a strike could occur is Jan. 28.

Denver teachers are feeling emboldened by a surge in activism by their peers across the country that began last year and continues to build. The vote here comes as a teachers strike in Los Angeles enters its second week.

The Denver Classroom Teachers Association and Denver Public Schools are not negotiating their master contract — that deal was finalized in 2017 — but rather the ProComp system, which provides teachers bonuses for things like teaching in a high-poverty school, getting strong evaluations, having students who earn high test scores, or teaching in a high-performing school.

Denver voters approved a special tax to pay for these bonuses in 2005, which today generates around $33 million a year.

That system has been through several iterations but has been a source of frustration for many teachers because their pay was hard to understand and changed based on factors they could not control. District officials and the majority of the school board believe it is critical to keep bonuses for teachers who work in high-poverty schools as a way to retain those teachers. Turnover is a major problem in these schools and has big effects on students.

The average Denver teacher earns about $51,000 in base pay and $57,000 with incentives, according to data from the state education department and the district. That’s less than teachers in districts like Boulder Valley, Cherry Creek, and Littleton.

Both sides’ proposals moved teachers to much more predictable salary schedules that allowed for reliable raises if teachers stayed with the district and earned more education. The district proposal put an additional $20.5 million into teacher compensation, while the union’s last offer put an extra $28 million toward compensation.

The district spends about $436 million a year on teacher pay. The money for the raises would come from a combination of increased state funding and cuts to central office staff that Cordova described as deep and painful.

In addition to the total amount of money, the status of those high-poverty bonuses was a major sticking point. The district wants higher bonuses, and the union wants to put more of that money into base pay.

“To be able to bridge the gap between what is the difference in our two proposals is more than the $8 million that they were talking about because we were not willing to compromise on the need to recruit and retain teachers in our high poverty schools,” Cordova said. “We know for purposes of equity that it is so important to retain teachers in our schools that need them the most.”

But union members argued that a more reliable way to keep these teachers, who are often relatively early in their career, would be to offer them ways to more quickly increase their salary and have more stability in their economic situation. They said every other district in the region uses a reliable salary schedule, and Denver should, too.

That stance marks a major departure from some of the ideas in ProComp, among a suite of policies that have earned Denver a national reputation as an education reform hotbed over the last two decades, though both sides’ proposals met the letter of the ballot language.

Hendricks described driving a Lyft, delivering food, and tutoring to make ends meet, despite having 11 years of experience, a master’s degree, and working with at-risk students at the Emily Griffith campus. She had to move out of Denver and still has a roommate at 33 years old.

Hendricks said the union’s proposal offers higher lifetime earnings and the ability to earn raises more quickly. Cordova argues the district proposal is the stronger one for teachers, representing the largest single increase for teachers in district history and one that will give Denver teachers higher lifetime earners than those in any other metro area district.

Both sides will be trying to make their case over the next four days to teachers weighing their own compensation, the best interests of their colleagues and students, their savings accounts, and other factors in a strike vote.

More than 5,300 teachers and specialized service providers, such as social workers, psychologists, and speech language pathologists work in 147 district-managed schools. Roughly 71,000 students attend those schools.

Another 21,000 students attend Denver’s 60 charter schools.  Charter teachers are not union members, and those schools will not be affected by whatever happens next.

Cordova said she was committed to keeping schools open and providing a quality educational experience for students even if there is a strike. In Los Angeles, where teachers are also on strike, many students are watching movies and playing games during the school day. The district will offer higher pay to substitute teachers and deploy central office staff to classrooms with prepared lesson plans, she said.

Students who get subsidized lunches will still be able to eat at school.


Four takeaways from New York City’s response to discrimination charges in specialized high schools lawsuit

PHOTO: Flickr
Brooklyn Technical is one of the city's prestigious specialized high schools.

New York City lawyers are asking a judge to allow the education department to move forward with admissions changes aimed at better integrating the city’s elite specialized high schools, saying the tweaks are not meant to discriminate against Asian students.

Instead, lawyers for the city argue the changes serve the “most disadvantaged” students, leading to “greater geographic and socioeconomic diversity” in the schools, “which may in turn increase racial diversity.”

At issue: The city’s plan to expand the Discovery program, which offers admission to students who score below the cutoff on the exam that currently stands as the sole entrance criteria to eight specialized high schools. The city also wants to change who qualifies for the program, limiting Discovery to students who attend schools where at least 60 percent of their peers are economically needy. (Previously, eligibility was based only on each students’ individual need.)

In December, Asian-American parents and organizations sued the city, claiming the reforms would discriminate against their children. They asked for a preliminary injunction, which would prevent the changes from going forward until the court case is decided — and affect the current admissions cycle already underway for eighth-graders enrolling in high school next year.

Asian students make up 62 percent of enrollment in the specialized high schools, but only 16 percent of students citywide. Meanwhile, black and Hispanic students comprise just 10 percent of enrollment in the eight schools, but 70 percent of enrollment citywide.

The city’s lawyers make a number of arguments in defense of the admissions overhaul, claiming the plaintiffs can’t bring the case because they don’t have the proper legal standing, and that it’s in the government’s interest to promote school diversity.

We already know the suit is likely to cause a delay in when students receive their high school admissions offer letters — dragging out what is already a stressful process for many families. Here are four other takeaways from the city’s response, which you can read here.

We finally know how many students will be admitted through Discovery this year, if the expansion is allowed to move forward.

Enrollment through the Discovery programs is expected to grow to 13 percent of seats at specialized high schools this summer, city lawyers wrote. That would bring the total number of students admitted through Discovery to 528, more than double last summer’s class of 252.

City leaders have previously said Discovery would be expanded gradually to eventually account for 20 percent of seats by the 2020-2021 school year. But it had been unclear until now what this year’s expansion numbers would be.

It’s uncertain whether the expansion will work as city leaders hope.

The city projects that black and Hispanic enrollment at specialized high schools would increase only modestly under the full Discovery expansion: from 9 percent to 16 percent. But city lawyers called that a “rough prediction, unlikely to definitively predict the future ethnic and racial composition of the students.”

The city’s modeling didn’t account for how many students might turn down offers to enroll in Discovery, according to court filings.

Of course, it’s possible the city is playing up the uncertainty of demographic changes for the purposes of the court fight.

Years later, a federal civil rights investigation into the specialized high schools’ admissions process is still open.

In 2012, the NAACP Legal Defense and Education Fund and other organizations filed a civil rights complaint with the U.S. Department of Education over the lack of diversity at the city’s specialized high schools.

The complaint argued that the admissions test for the sought-after schools had a disparate impact on black and Hispanic students and also took aim at the city for letting the Discovery program wither. (By 2011, only four of the high schools participated in Discovery, according to court records.)

Although the complaint hasn’t made headlines in years, it’s still under investigation, city lawyers wrote.

The Office of Civil Rights “has requested and received from DOE numerous documents and had interviewed a number of witnesses,” according to court records.

Some light was shed on how the Discovery expansion was crafted behind the scenes.

For years, Mayor Bill de Blasio promised to tackle admissions reform for the specialized high schools — but he waited until his second term to announce the proposal that’s now being challenged in court. Now we know a little more about how the current proposal was drafted.

The plan to expand Discovery and change eligibility was developed by a “decision-making group” of unnamed officials and led by Deputy Chancellor Josh Wallack, according to a statement Wallack submitted to the court. The group, in turn, recommended the changes to the schools chancellor, Richard Carranza.

“I believe the decision-making group’s recommendation was decisive in the chancellor’s decision to expand the Discovery program and adopt the revised criteria,” Wallack’s statement says.