A year to regroup

Major districts of two minds on temporary teacher evaluation reprieve

PHOTO: Tajuana Cheshier/ Chalkbeat TN
Kenneth Woods and his daughters Breanna Rosser (r) and Taylor Woods (r) reviewed 12 powerful words with sixth grade language arts teacher Patricia Hervey.

Colorado school districts got a temporary reprieve this year in using student academic growth to evaluate teachers, and major districts are split into two camps about how to use that flexibility.

Just over half of Colorado’s 20 largest districts will continue to use student academic growth data for 50 percent of teacher evaluations.

Another half-dozen large districts are taking advantage of Senate Bill 14-165 and won’t be applying student growth when evaluating their teachers.

Among the 50-percent districts who will use growth data are the Douglas County and Jefferson County schools. Major districts choosing to skip growth for a year include Adams 12-Five Star, Aurora, Boulder, Cherry Creek and Denver.

The first group of districts employs about 19,000 teachers, while about 17,000 teachers work in the districts that won’t be using growth.

The information comes from a Chalkbeat Colorado survey of the state’s 20 largest districts, conducted to find out how each is using evaluation flexibility. Those districts employ about 72 percent of the state’s roughly 54,000 teachers.

District decisions appeared to be driven by a combination of three factors – a district’s level of confidence in its evaluation system, a desire to refine its systems further, and concern about changing its evaluation system for only one year.

“We decided we were just going ahead to push forward, instead of taking a step back,” said Marne Milyard, a principal in the Pueblo City Schools, which is sticking with 50 percent.

On the other side, Tracy Dorland of Adams 12 said, “We’re grateful for the gift of time, and we plan to use it well.” Dorland is the district’s chief academic officer.

Sen. Mike Johnston, author of the flexibility law, isn’t surprised that different districts have taken different directions. “I think that reflects what our intent was,” the Denver Democrat said.

“A lot of folks we talked to had done the advance work and were prepared” to use growth measures for evaluation this year. But, “It makes a lot of sense that a lot of people [in other districts] would say, ‘Let’s test the system first.’”

“We hope it will lead to a good year of reflection and work,” said Johnston, who’s also the author of the 2010 law that created the new evaluation system.

Long timeline, stops and starts for evaluation rollout

Evaluation systemState law requires:
  • Annual evaluations of teachers, principals, and other licensed personnel
  • Basing half of evaluations on professional practice, half on student growth
  • Loss of even veteran teachers’ non-probationary status after two consecutive years of less-than-effective ratings

Teacher standards

Five standards comprise professional practice (50 percent)

  • Content knowledge
  • Creation of good learning environment for all students
  • Effective instruction and creation of environment that facilitates learning
  • Reflection on practice
  • Leadership

Student academic growth (50 percent)

Teacher ratings

  • Highly effective
  • Effective
  • Partially effective
  • Ineffective

The teacher and principal evaluation systems required by Johnston’s Senate Bill 10-191 were implemented in all districts during the 2013-14 school year. Educator evaluations were based 50 percent on classroom and professional practice and 50 percent on what are called “measures of student learning” – academic growth as measured by a variety of tests. Ratings of partially effective or ineffective didn’t count against future loss of non-probationary status.

This school year and this year only, thanks to SB 14-165, districts can choose to continue the 50-50 system, use a smaller percentage for student growth or base evaluations solely on professional practice. Districts do have to calculate and record student growth measures for teachers even if they’re not used in evaluations. And, low ratings do count against possible loss of non-probationary status. (The flexibility was granted by the legislature partly because of the “data gap” that will be created by moving to the new CMAS testing system next spring.)

The evaluation system is supposed to return to its original design in the 2015-16 school year, with evaluations based 50-50 on practice and student growth and with low ratings counted against teachers.

What the 50-percenters say

Some of the districts that decided to stick with the 50-50 evaluation system did so for continuity.

“We know it’s going back to having that [growth] requirement a year from now,” said David Peak, assistant superintendent for human resources in the Academy district near Colorado Springs.

Peak said his district started working on the issue three years ago and has student growth measurements “that we believe are valid and reliable, but we recognize there’s still work to be done in that area.”

Ruth DeCrescentis, chief human resources officer for the Brighton schools, said, “We’re going to go ahead with 50 percent because we’re ready. … I think people are pretty comfortable.”

“We had all components for Senate Bill 191 in place last year,” said Todd Engels, executive director of educator effectiveness for the Jeffco schools. But, he added, “There are pieces we’re continuing to refine.”

The district decided, “We need to have some consistency for evaluating our educators” and didn’t want to change the rules after having used student growth in 2013-14, Engels said.

Some 50-percent districts nevertheless are adding pieces of local flexibility to evaluation practices.

Colorado Springs District 11 is using only what are called “collective measures” – data such as school performance framework ratings – not individual classroom growth measures – to evaluate teachers.

And while the Douglas County Schools will use 50 percent growth for evaluation, that data won’t be used in the district’s performance pay system this year. (Use of performance pay is a local decision and isn’t part of state evaluation law.)

Thoughts from the 0 percent districts

“We believe there is still a great deal of work to do and learning to be accomplished before we introduce student achievement measures to the evaluation construct,” said Damon Smith, Aurora chief personnel officer.

Judy Skupa, Cherry Creek’s assistant superintendent of performance improvement, sounded a similar note, saying, “There are many unknowns right now due to the transition of state assessments, and this provides us with more time to determine how new state assessments will inform teacher and principal effectiveness. Also, we are beginning to develop a deeper understanding of quality assessments at the classroom level; the ‘14-15 school year provides a time for us to use this deeper understanding to pilot different assessments across the district and to use that information to make the best decision possible.”

Denver Public Schools has been a leader in developing evaluation systems but, under an agreement with the Denver Classroom Teachers Association, opted for 0 percent this year. The district is doing more work to develop usable “individually attributable student growth data” – student performance information that can be connected to individual teachers, not just to the performance of whole schools or the district.

“Because we don’t have other measures of individually attributable student growth for enough of our teachers, we decided to take advantage of the flexibility afforded by SB 165,” spokeswoman Nancy Mitchell said.

Theresa Myers, a spokeswoman for the Greeley schools, seemed to sum up the feelings of many districts by saying, “The reason was to give teachers one more year to learn about the system, to understand what supporting materials they will need to provide and to have one more year to feel comfortable with all the new evaluation entails.”

The outliers

The flexibility law allows districts to use any percentage between 0 and 50 for student growth this year. The Mesa 51 district in Grand Junction is the only top-20 district that isn’t doing all or nothing, and it is using 25 percent. “It’s the same rationale as those who are dropping it to zero percent; we want another year of experience with the process with the belief that we’re still honing our skills,” said spokesman Dan Dougherty.

Katy Anthes, director of educator effectiveness for the Colorado Department of Education, said she’s heard that several districts have chosen either 0 or 50 percent but doesn’t have a count because the flexibility law doesn’t require districts to tell CDE which route they’ve chosen.

Linda Barker, director of teaching and learning for the Colorado Education Association, said she’s heard that at least one smaller district, Meeker, is using 25 percent.

The flexibility law doesn’t set a deadline by which districts had to decide. Among top-20 districts, the Thompson schools still haven’t made a decision.

How student growth is measured

It’s a common misconception that Colorado’s evaluation system rates teachers based on student scores on statewide tests. That’s only half the story – remember that half of evaluations are based on classroom and professional practice.

And districts can measure the student growth half with a variety of data, including growth as measured by state tests, teacher-designed classroom tests, assessments provided by outside vendors and even growth in the ratings provided by the school and district performance frameworks that are used for accreditation and rating. Many districts are working on creation of student learning objectives that can be used to measure academic growth. From those different measures districts can choose their own mix for their evaluation systems.

The Colorado Education Initiative recently issued a report on districts practices, based on a study of what 53 districts did during the 2013-14 school year.

“In most cases, districts rely on teachers to develop their own assessments to measure student growth rather than relying solely on state or vendor assessments that test only a relatively narrow range of content,” the report concluded, although it did find a somewhat heavier reliance on collective growth measures by larger districts.

The graphic below summarizes the report’s findings. Get links to a summary and the full report here. (MSL stands for “measures of student learning.”)

Graphic

RANDA to the rescue?

The Education Initiative’s report noted that “The burden of data collection and scoring has been substantial, and many districts would welcome more streamlined and cost-effective data tracking systems.”

Officials at CDE are trying to provide some help with that in the form of a $2 million online data system that allows principals and administrators to enter and track evaluation data. For now the system is available only to districts signed up for the state’s model evaluation system, used by about 90 percent of districts (although not some of the larger ones).

The department says more than 80 districts already are using what’s nicknamed RANDA (after the name of the vendor) but which is formally called the Colorado State Model Performance Management System. Learn more about RANDA here.

Evaluation implementation a big challenge

The feelings of many administrators and teachers can be summed up by this sentence from the initiative’s report: “Developing, implementing, reviewing, and refining an MSL system takes an enormous amount of time and energy, both for administrators and educators.”

The CEA’s Barker said districts are “appreciating that they have this year of flexibility” but cautioned that “one year isn’t going to give us enough data.”

“This is a huge learning curve for all of us. … It’s going to take time to fully implement this.”

School Politics

Colorado schools were a hot topic at the state Capitol this year. Here’s what lawmakers did.

A teacher reads to her students at the Cole Arts and Science Academy in Denver. (Photo by Nic Garcia/Chalkbeat)

Colorado lawmakers this week are celebrating major education-related policy wins, including finding more money for public schools.

This year’s legislative session, which ended Wednesday, was marked by big compromises on issues that have befuddled policy makers for years: charter school funding, ninth-grade standardized testing and measuring the reading skills of the state’s youngest bilingual students.

With so many thorny debates behind them, lawmakers and Capitol observers are now looking toward other major policy questions they’ve put off for years, including reforming how the state pays for its public schools and making changes to Colorado’s school accountability laws and teacher licensure policies.

“The hope is now that the K-12 community can come together to focus on the big issues,” said Jen Walmer, Colorado state director of Democrats for Education Reform.

But before we get ahead of ourselves, let’s look back at the last 120 days:

Lawmakers found more money for schools than anyone could have imagined.

Before the legislative session began, school districts were preparing for the worst. Despite the state’s booming economy, constraints on how much the state could spend meant schools could have gone without much of a funding increase.

State Sen. Jerry Sonnenberg, a Republican from Sterling, on the first day of the legislative session.

The forecast became even more dire midway through the session when lawmakers learned the local tax base that generates about a third of all state spending on schools was going to shrink drastically. The worst predictions had the state’s education funding shortfall growing to more than $1 billion.

State officials found a technical workaround, and lawmakers were able to send more money to schools. On average, schools will see about $242 more per student next year.

However, leaders in both parties are aware that the state’s problematic constitutional constraints, tax policies and school funding formula still exist. That’s why a bipartisan coalition of lawmakers led a successful effort to create a committee to study and propose changes to the way the state funds it schools.

“We have more work to do. We need to continue with what we’ve done this session: have tough conversations,” said Speaker Crisanta Duran, a Denver Democrat.

“How do we make sure that students, regardless of race, income, regardless of whether they have a disability, that they have the opportunity to succeed?” she said. “There is no doubt that we have structural decisions we have to make when it comes to our budget.”

Republican leaders said they’re also anxious to see the committee get to work. But they’re less likely to support an influx of cash to the state’s schools.

“If we’re going to look at real overhauls to the system and funding, we need to look at all the options — not just throwing more money at the system — a system that by many’s accounting is not working well or efficiently,” said Senate President Kevin Grantham, a Canon City Republican.

He and other Republicans are encouraging the committee to look at how other states have focused their funding formulas on students rather than on a school’s size or geographic location, and used funding to expand school choice.

Lawmakers already have one option on the table: A proposal to set a statewide property tax rate, which was born out of the legislature’s budget office and floated early in the session. While there was a lot of talk behind the scenes, it failed to gain traction. Expect to hear a lot more about the idea.

The charter school funding compromise, which some called “historic,” was just one of many longstanding issues that were resolved this year.

The 2017 legislative session will likely be remembered as the most productive in a decade because of several big compromises.

State Rep. Brittany Pettersen, a Lakewood Democrat, sits alone on the House of Representatives floor as members of her own party filibustered her compromise on charter school funding. (Photo by Nic Garcia)

Lawmakers grinned Thursday as they ticked off a long list of accomplishments to reporters, including one that could send more local money to charter schools. In return, charter schools will be required to post on their official websites more tax documents and will no longer receive two specific financial waivers.

The last-minute charter school funding bill — sponsored by a bipartisan group of lawmakers that included state Reps. Brittany Pettersen and Lang Sias and state Sens. Owen Hill and Angela Williams — was the compromise no one saw coming.

“Anything is possible,” Pettersen said after the session.

Lawmakers had wrestled with the question of requiring the state’s school districts to share their locally approved tax increases with charter schools for two years. Despite vocal objections from several school superintendents, the legislature overwhelmingly supported the bill.

Early in the session, lawmakers eager to reduce the number of standardized tests reached another compromise with the governor’s office. High school freshmen will no longer be required to take the controversial PARCC English and math tests. Instead, they’ll take a test that is aligned to the college entrance exam, the SAT.

We kicked the PARCC test out of high schools,” said Rep. Paul Lundeen, a Monument Republican. “It’s gone!”

Other deals that were reached include the creation of a diploma seal of biliteracy for students who demonstrate proficiency in two languages and new regulations on how to monitor the reading skills of young English language learners.

Colorado schools will also see a financial boost for the next three years after lawmakers passed an omnibus bill that resolved a debate over a hospital fee that helps pay for the state’s health insurance program.

As part of the biggest compromise of the year, the state will raise taxes on recreational marijuana. Those taxes will send $30 million to rural schools next year and $40 million over two years to the state education fund, a sort of savings account for schools.

Rural schools flexed their muscles and blocked a bill to reform the state’s student suspension rules, but they didn’t get everything they wanted.

Not every piece of bipartisan legislation reached the governor’s desk.

Students at Merino Elementary School work during class.

A bill that aimed to reduce the number of preschool and elementary school students who are suspended was killed by a GOP-controlled committee at the request of rural schools, despite having overwhelming support from both Democrats and Republicans.

Rural school leaders said the bill attempted to create a statewide solution for a Front Range problem. A Chalkbeat analysis of suspension data, which rural superintendents refuted, showed otherwise.

Supporters of the legislation vowed to work with opponents this summer and fall and try again next year.

While rural schools were successful in blocking that mandate, they were dealt a setback when a bill that would have allowed them to remedy a teacher shortage by hiring unlicensed teachers was killed by its sponsors.

State Rep. Jim Wilson, a Salida Republican, said he couldn’t garner enough support for his effort. At least not this year.

“Like Arnold Schwarzenegger said, ‘I’ll be back,’” Wilson said.

Even though that bill failed, lawmakers did take steps to curb the state’s teacher shortage.

Stanley Teacher Prep resident Lily Wool works with kindergartner Samori McIntosh at Tollgate Elementary School in Aurora. Wood’s residency program is merging the Boettcher Teacher Residency program. (Photo by Nic Garcia/Chalkbeat)

Prior to the session, education leaders at the Capitol had few if any plans to take on the state’s teacher shortage. But retired teacher and freshman state Rep. Barbara McLachlan pushed to address the issue.

The Durango Democrat partnered with a host of other lawmakers from both parties to sponsor legislation to study the shortage and provide solutions. She also sponsored a bill that would allow rural schools to hire retired teachers without penalizing their pension. Both bills were sent to the governor.

Two other bills, including one to create multiple teacher preparation pilot programs, failed to advance. But with the issue on the legislature’s radar, expect it to come back.

“That’s the most pressing issue, next to funding,” said state Sen. Rachel Zenzinger, an Arvada Democrat.

Despite newfound freedom from Washington, lawmakers didn’t make any bold changes to the state’s school accountability system.

Several lawmakers early in the session seemed eager to take advantage of new flexibility from the federal government.

While the state education department was busy putting together a mandated statewide plan to adopt the new Every Student Succeeds Act, lawmakers were debating how they could update the state’s school accountability laws.

But only two bills making minor tweaks advanced.

A HOPE Online student works during the day at an Aurora learning center. (Photo by Nicholas Garcia, Chalkbeat)

One requires elementary schools that receive low quality ratings to address the needs of students in preschool through third grade.

The second bill requires the state to measure how well high school students are meeting updated graduation requirements. As part of the new requirements, which go into effect in the year 2021, high schools must adopt a list of options students can use to prove they’re prepared for college or a career.

Those options include the SAT exam, which all Colorado juniors are required to take; passing a concurrent enrollment college-level course; passing a Advanced Placement test; or completing a college thesis-like capstone project demonstrating knowledge of a subject.

“This bill is a really clever way to allow school districts to say, ‘This is what we care about, and this how we’re going to do it,’” said Luke Ragland, president of Ready Colorado, a conservative education reform group.

Some of the most anticipated school-accountability bills of the session never materialized.

One would have provided more clarity on what happens to schools that consistently receive low quality ratings from the state.

“This was a big undertaking, and the bill’s sponsors needed more time,” Ragland said.

It’s another issue Capitol-watchers can expect to see return next year.

As Ragland put it, “The lack of clarity at the end of the state’s accountability clock is bad for everyone.”

apple a day

New York City is honoring 19 exceptional teachers. Here’s who they are

PHOTO: Courtesy of the Department of Education
Chancellor Carmen Fariña presents fifth-grade teacher Keira Dillon with a Big Apple Award.

New York City has named 19 teachers winners of Big Apple Awards, a competitive prize that rewards “exceptional success” in instruction, impact on student learning, and overall contributions to school communities.

The winners were culled from a pool of 7,800 nominees, 1,000 of whom were invited to submit formal applications. The applicants were judged based on essays, classroom observations, recommendations and interviews.

Among the Big Apple winners is a physical education teacher — a first in the program’s five-year history.

“This year’s recipients represent the thousands of incredible educators who go above and beyond to motivate their students, and move their school communities forward,” schools Chancellor Carmen Fariña said in a statement.

Here are the winners:

Danielle Bocchino (fifth-grade teacher, P.S. 215 Morris H. Weiss, Brooklyn)
Mrs. Bocchino has taught at P.S. 215 for 14 years and holds her students to rigorous standards, rewarding them with “conversation coupons” when they use accountable talk. Mrs. Bocchino stresses the importance of student independence because, she believes, “It is important to let them do the work.” At the beginning of this year, just 17 percent of her students were meeting fifth grade math standards; by mid-year, 86 percent were meeting the standards including 34 percent who were exceeding them.

Corinne Cornibe (high school math teacher, Academy for Young Writers, Brooklyn)
“I want my students to be creators – to design, innovate, and problem-solve their way to a better future,” said Ms. Cornibe. She started a robotics program and later establish an Advanced Placement Computer Science program that have ignited students’ passions and interest in learning. 73 percent of last year’s graduating class took a course in computer science, robotics, or both.

Yocasty Diaz (middle school math teacher, I.S. 219 New Venture School, the Bronx)
Ms. Diaz has worked at I.S. 219 for 16 years and describes her classroom as “a center of investigation, discovery, and risk-taking opportunities.” Ms. Diaz utilizes project-based instruction focusing on meteorological science to expand her students’ horizons by exposing them to professions that they otherwise might not have had access to.

Keira Dillon (fifth-grade gifted & talented teacher, P.S. 163 Alfred E. Smith, Manhattan)
Over her ten years at P.S. 163, Ms. Dillon has exposed students to great works of philosophy and art. Her goal: “to offer enriching academic and social opportunities that mirror this amazing city.” Ms. Dillon believes in building cross-curricular connections and her students conduct a weekly song analysis through a Socratic seminar.

Adriana DiScipio (English as a new language teacher, P.S. 230 Doris L. Cohen, Brooklyn)
Ms. DiScipio is now in her 11th year of working with often newly arrived English Language Learners at P.S. 230. “I perceive my students’ linguistic diversity as a strength and a resource.” Beyond her classroom, Ms. DiScipio serves as a Learning Partners Program Model Teacher, sharing work around language learning and vocabulary development with her school community.

James Harrington (high school art teacher, High School of Art and Design, Manhattan)
In his 11th year teaching at the school he graduated from, Mr. Harrington strives to live up to his own teachers’ legacy as mentors who saw their students as artists. Relating to his students, Mr. Harrington reflects, “I became a teacher to pass on the gift of art to a new generation, just as it was passed on to me.”

Leslie Lehrman (high school English teacher, Fordham Leadership Academy for Business and Technology, the Bronx)
Ms. Lehrman explains that she left her career in magazine publishing to “combine my passion for reading and writing with my love for children.” As a Master Teacher, Ms. Lehrman acts as the department lead, guiding vertical alignment of instructional strategies, and helps to lead a professional learning community, collaborating with colleagues to develop and deliver monthly professional development aligned with schoolwide goals.

Jessica Martell (fifth-grade teacher, Central Park East II, Manhattan)
Ms. Martell works in an ICT setting and became a teacher to combine her love of New York City with her belief that every student is entitled to a quality public education. This year, each of her students has grown at least two reading levels, and Ms. Martell has fulfilled her goal of ensuring “all students see themselves as capable and brilliant readers and writers.”

Nash Matute (Reading recovery teacher, Archer Elementary School, the Bronx)
Ms. Matute has taught in New York City public schools for seven years and serves as a Reading Recovery teacher for a group of first grade students. She is “driven by the never-ending room to grow and develop.” Ms. Matute also serves as an instructional coach for her school’s upper grades and has implemented a schoolwide teacher and peer conferencing system for teachers to assess and build relationships with students.

Katie McArdle (Elementary Autism Teacher, P.S. K231, Brooklyn)
Ms. McArdle has spent the past 14 years teaching New York City students on the autism spectrum. “After college, I stumbled upon a graduate program focusing on students with severe and multiple disabilities, and as soon as I began, I knew I had found my niche.” In her classroom, each students’ unique learning style is respected and nurtured. Mrs. McArdle’s primary focus is on developing her students’ self-awareness, self-control, and self-advocacy.

Faye Michalakos (sixth-grade math teacher, Hellenic Classical Charter School, Brooklyn)
Ms. Michalakos ties all of her instruction to real world examples and experiences for her math students. Understanding the “why” of math is critical to her students’ success, and Ms. Michalakos builds partnerships with parents and families through schoolwide engagement events. In the classroom, she insists upon students using math vocabulary and accountable talk, and prepares them to facilitate their own Socratic seminars and to monitor their own progress by writing themselves “glow and grow” notes.

Carmen I. Morales (TASC preparation teacher, East River Academy, Rikers Island)
Ms. Morales has spent the past 25 years at East River Academy working with incarcerated students. She often “sneaks” hopeful and inspiring messages into their work to keep them engaged, and cultivates a physical learning environment which is uniquely suited to the social emotional needs of students on Rikers Island.

Patrick Murphy (special education teacher, P.S. 199 Maurice A. Fitzgerald, Queens)
Mr. Murphy has inspired students to consider engineering careers after starting a Lego Robotics program. He believes in tapping into his students’ interests and passions to drive instruction, saying, “I became a teacher because I love the art of learning.” Individual student conferences also help him monitor student progress and create monthly goal sheets aligned to rigorous academic standards.

Rose Newman (physical education teacher, P.S. 118 Lorraine Hansberry, Queens)
“My Physical Education class is a place of moving and learning,” said Ms. Newman. She is the first PE teacher to receive a Big Apple Award, and her goal is for students have fun while learning about health-related fitness, skills, and character. She also sets specific goals that can be tracked during the year, and students are expected to spend at least 50 percent of class time engaged in moderate-to-vigorous physical activity and complete at least 1,000 steps during each lesson, as measured by the use of pedometers.

Rosario Orengo (middle school social studies teacher, The Urban Assembly Unison School, Brooklyn)
“I wake up every morning excited to do this work,” said Ms. Orengo. For her, the work of being an educator means creating a safe environment, in which her students feel comfortable taking academic risks and sharing their own confusions and misunderstandings. Focusing on conversation and discussion, she uses high-interest readings and integrates connections to current events to motivate her students, and helped introduce restorative practices to the school community.

Elaine Rodriguez (dual language middle school math teacher, M.S. 322, Manhattan)
Ms. Rodriguez said she “practices an open-door-at-all-times policy and welcomes positive thinking and mistakes from students, parents, administrators and visitors.” In her dual language classroom, Ms. Rodriguez models instruction in Spanish for one week and then continues the curriculum in English the following week.

Julia Satt (second-grade special education teacher, P.S. 45 John Tyler, Staten Island)
Ms. Satt has taught at P.S. 45 for ten years in an ICT setting, focused on educating the whole child, responding to each student’s unique behaviors and needs, and using restorative circles to promote equity of voice. A significant portion of Ms. Satt’s students have made two years’ worth of reading, writing, and math progress in just one year.

Diana Shteynberg (Pre-K teacher, Shorefront YM-YWHA, Brooklyn)
Raised in a family of educators, Ms. Shteynberg’s goal is to guide students to be “self-initiating and self-directed learners” and to “grow from dreamers to doers.” Ms. Shteynberg seeks to create a welcoming environment and an atmosphere of trust for every child and family, and builds strong parent partnerships, offering positive and constructive feedback. At the end of last year, every student in Ms. Shteynberg’s class was able to enter Kindergarten without the ESL program due to excelling in language and literacy.

Binh Thai (sixth-grade humanities teacher, University Neighborhood Middle School, Manhattan)
Mr. Thai began his teaching career 17 years ago as a member of the inaugural cohort of the New York City Teaching Fellows. Mr. Thai implements a 360-degree feedback process in his classroom: students receive feedback from each other as well as from their teacher, and Mr. Thai uses an online form to solicit feedback on his instruction directly from students.