In residence

With federal funds lost, city sending trainees to stronger schools

Chancellor Dennis Walcott talks to teachers at M.S. 223 while principal Ramon Gonzalez looks on during a visit last week. M.S. 223 is working with nine teaching residents this year.

A program to train and keep new teachers inside some of the city’s most struggling schools is expanding to include better-performing schools as well.

The New York City Teacher Residency launched last summer at two schools that were receiving federal funds earmarked for overhauling struggling schools. The point of the program, city officials said at the time, was to create a talent pipeline for schools that have trouble attracting teachers.

But because the city and its teachers union did not agree on a new teacher evaluation system by a state deadline, the funds were cut off in January. The city is going forward with plans to double the size of the residency program anyway, but instead of sending new residents only to struggling schools, it is also directing them to schools that the city has touted as success stories. And it is picking up the bill out of the Department of Education’s regular budget.

The department opened the program to stronger schools in order to expose the teachers-in-training to a wider range of “best practices” and mentorship from experienced teachers, officials said.

“Think, what would it actually be like if these teachers were trained at a successful school instead of at a failing school?” said Ashley Downs, the special education director at M.S. 223 in the Bronx who is helping to mentor that school’s nine residents.

Chancellor Dennis Walcott visited M.S. 223 on the day before school started last week, telling teachers, “I think this is a tremendous school. You’ve had major accomplishments.” Two other schools newly receiving residents, Frederick Douglass Academy VII and Bushwick School for Social Justice, have also won accolades: FDA VII was honored for its success in helping to close the racial achievement gap for boys, and BSSJ is one of three schools on the campus Mayor Bloomberg visited last year to tout an increase in the city’s graduation rate.

The city did not abandon struggling schools. One school that now has teaching residents, J.H.S. 22 in the Bronx, also participated in the program last year. And some of this year’s crop of 56 new residents are assigned to two other schools that also received the federal funds, known as School Improvement Grants. They are Angelo Patri Middle School and Bread and Roses Integrated Arts High School.

Residency programs have been on the rise in New York City and across the country, as education officials increasingly view them as an expensive but effective way to prepare new teachers for challenging classrooms. They are seen as a more rigorous approach than that offered by alternative certification programs such as Teach for America and the city’s Teaching Fellows, which put new teachers in charge of classrooms after just a few weeks of training.

The residents work as teaching assistants for one year while pursuing masters degrees in education at St. John’s University, earning a salary of $22,500 and health benefits. They must commit to working in city schools for four years after completing the program.

Last year, the department used SIG funds to help foot the residency program’s steep bill: $1.3 million, or $50,000 for each of the 22 residents. In addition to paying residents’ salaries, the department pays mentor teachers $3,000 for each resident she supports, employs a program director, and subsidizes participants’ graduate school tuition.

This year, the Department of Education is shouldering the program’s increased cost centrally, according to Erin Hughes, a spokeswoman.

Downs said both the residents and the South Bronx middle school stand to benefit from the partnership. That’s because the residents will be learning from teachers with a track record of success, and M.S. 223 will have extra hands on deck, she said. Plus, she said, when the school looks to fill positions next year, some possible candidates will already be versed in M.S. 223’s culture.

M.S. 223 is expanding to include high school grades and agreed to take on residents under the condition that they could apply for jobs when the school adds a ninth grade in 2013.

Downs said she is already seeing differences between the residency program and other teacher training programs. For one, she said, the residents arrived before the start of the school year, so they got to watch experienced teachers set up their classrooms and take part in curriculum planning.

“If you walk in for the first time in October and the class is already running smoothly and the teacher’s just teaching the material, it seems like magic,” Downs said. “You don’t realize all the things that the teacher had to do to get the classroom to that point.”

red carpet

#PublicSchoolProud has its Oscar moment as ‘La La Land’ songwriter shouts out his schools

Songwriter Justin Paul at the 2017 Academy Awards, where he credited his public school education in his acceptance speech for best song.

The recent movement to praise public schools made it all the way to the Academy Awards stage Sunday night.

Justin Paul, one of the songwriters for the movie “La La Land,” credited his public school education during his acceptance speech.

“I was educated in public schools, where arts and culture were valued and recognized and resourced,” Paul said after winning the Oscar for best song. “And I’m so grateful for all my teachers, who taught so much and gave so much to us.”

Paul attended public schools in Westport, Connecticut, where he graduated from Staples High School. The school was also recognized in a recent documentary about its history as a rock venue in the late 1960s. Students recruited The Doors, the Yardbirds, and several other bands to play in the school’s auditorium.

The Oscars stage shoutout comes as people across the country have begun praising their own public schools on social media. The #PublicSchoolProud movement is a response to new U.S. Education Secretary Betsy DeVos, who has advocated for policies that let students leave public schools for private and charter schools.

survey says

How accessible are New York City’s high schools? Students with physical disabilities are about to find out

PHOTO: Cassi Feldman
Midwood High School is considered inaccessible to students with physical disabilities.

Michelle Noris began her son’s high school search the way many parents of children with physical disabilities do: by throwing out most of the high school directory.

She knew her son Abraham would only have access to a few dozen of the city’s 400-plus high schools because of significant health needs, despite being a bright student with a knack for writing.

“I tore out every page that didn’t work in advance of showing [the directory] to him,” Noris recalls.

Even once they narrowed the list of potential schools, they still couldn’t be sure which schools Abraham — who has cerebral palsy and uses a wheelchair — would be physically able to enter. The directory lists whether a school is considered partially or fully accessible, which, in theory, means that students should have access to “all relevant programs and services.”

In practice, however, the situation is much more complicated. “We had schools that are listed as partially accessible, but there’s no accessible bathroom,” said Noris, who is a member of the Citywide Council on Special Education. Some “accessible” schools might not have water fountains or cafeteria tables that accommodate students with mobility needs. A school’s auditorium could have a ramp, but no way for a wheelchair-bound student to get up on the stage.

Most of that information is not publicly available without calling a school or showing up for a visit — a process that can be time-consuming and demoralizing. But now, thanks in part by lobbying from Noris and other advocates, the city has pledged to begin filling the information gap. The education department will soon release more detailed information about exactly how accessible its high schools are.

Based on a 58-question survey, the city is collecting more granular data: if music rooms or computer labs are accessible, for instance, or whether there’s a slight step in a library that could act as a barrier. The survey also tracks whether a student in a wheelchair would have to use a side or back entrance to make it into the building.

“Sometimes, [parents] actually have to visit four or five of our schools to see if their child could get to every area of the school that’s important to them,” said Tom Taratko, who heads the education department’s space management division. “We didn’t think that was right.”

Virtually every physical amenity will be documented, Taratko said, down to whether a school has braille signage or technology for students with hearing impairments.

Education department officials are still fine-tuning exactly how to translate the city’s new accessibility inventory into a user-friendly dataset families can use. Some of the new information will be made available in the high school directory, and the results of each school’s survey will be available online.

Officials said the new data would be provided in “the coming weeks” for all high schools in Manhattan and Staten Island. The rest of the city’s high schools should be included before the next admissions cycle.

The survey will help identify which schools could be made accessible with relatively few changes, Taratko explained. “Everything — our shortcomings, our strengths — everything will be out there.”

The decision to release more high school accessibility data comes less than two years after a scathing U.S. Department of Justice investigation revealed “inexcusable” accommodations in elementary schools.

Many of the city’s school buildings were built before the Americans with Disabilities Act became law, and despite committing $100 million in its current five-year capital budget to upgrades, many schools are still not accessible. According to 2016 data, the most recent available, just 13 percent of district and charter schools that serve high school grades are fully accessible. About 62 percent are partially accessible, and 25 percent are considered inaccessible.

Making accessibility data public could help change those numbers, said Maggie Moroff, a disability policy expert at Advocates for Children who has pushed for greater transparency and praised the initiative.

“Once it’s out there, there’s so much more self-advocacy a parent can do,” Moroff said. “Then they can make requests about specific accommodations.”

Greater transparency is just one step in the process. Moroff hopes the city will consider taking students’ physical disabilities into account during the admissions process so that academically qualified students get preference for accessible schools. Once students arrive, she added, they must be welcomed by the school community.

“There needs to be much more work to hold the schools accountable to actually welcoming those students,” Moroff said. “It has to go hand in hand with making renovations and making accommodations.”

Even though the data comes too late for Noris, whose son submitted applications to just two high schools out of a possible twelve due to accessibility constraints, she is optimistic future families will have an easier time navigating the process.

“They didn’t say, ‘We’re going to do this over the next ten years.’ They said, ‘We’re going to do this in two years,’” Noris said, noting that she hopes more funding is allocated to upgrade buildings. “I think it’s a real example of the Department of Education hearing the needs and being willing to act on it.”