Church and state

The backdoor voucher? How a Detroit school created to lift up a ‘Christ-centered culture’ found a way to get public dollars

PHOTO: Allie Gross
At the Cornerstone charter recruitment gathering, families scooped up documents from a table brandishing the phrase “Faith. Family. Culture.” — the private school’s trademark.

When prospective families arrived at Cornerstone Schools’ flagship campus on Nevada Street last month, they were greeted by a staff primed to woo and sell.

Folding chairs had been placed in the tidy front entrance of the northeast Detroit school, and one by one, administrators stood up to speak about the rich culture and strong curriculum that parents and children had come to know and love since the religious school opened in 1991.

“You know, when you come in the fall, we’re going to have a team of parents waiting for you to teach you how to do things because there’s a way to do things. Just like when you go to a church or join a new group,” said Candace Brockman, the primary school principal and soon to be K-8 leader, to the crowd of potential families.

In March, Cornerstone announced that starting next year, its flagship private Christian school would stop providing primary and middle school classes. Instead, a charter, employing the same staff and using the same curriculum, would take over. Families from the religious school would help new families get to know the new school, Brockman explained. The words “Centers of Hope” glimmered in gold typeface above her as she spoke.

“They are going to make sure you understand the history and how they do things and that’s how we’re going to do it here,” she said. “You are going to have to get with our program.”

The history of Cornerstone is clear: The network of schools was started in 1991 by local attorney Clark Durant in response to a speech given by the city’s then-archbishop Adam Maida to the Detroit Economic Club. But how the families Brockman was addressing would get with the program — at least as it exists today — is less straightforward. Although the schools’ genesis was Christ-driven, nearly three decades after its creation, four of Cornerstone’s five schools are charters, which by law cannot teach religion.

And starting next year, the program is even more ambiguous. The last standing private, pre-K through 12th-grade Christian school, the one Brockman was presenting at, will be undergoing its own conversion.

Pinpointing where the religious school ended and the charter school began was difficult. Parents sitting in the room may have wondered: Am I at a meeting with Cornerstone Nevada, the flagship, independent, religious school? Or am I listening to a talk about Cornerstone Jefferson-Douglass Academy, the soon-to-open public charter school? The two entities couldn’t help but brush against each other.

Following Brockman’s presentation, parents were invited to come forward and pick up enrollment information for the public charter school. Making their way to the front of the room, families scooped up documents from a table brandishing the private school’s slogan, “Faith. Family. Culture.” Children grabbed bookmarks that showcased the Cornerstone schools’ principles — love, joy, peace, forbearance, kindness, goodness, faithfulness, gentleness, and self-control. Although posters and murals dotting the hallways made clear that these values came from Galatians 5:22, Fruit of the Spirit — the Apostle Paul’s nine traits of a Christian — the information was noticeably absent from the giveaways.

PHOTO: Allie Gross
A hallway at the Cornerstone flagship campus showcasing the network’s guiding principles.

Cornerstone’s switch from private to charter raises thorny issues about the separation of church and state — and whether Michigan’s notoriously freewheeling charter sector is set up to safeguard it. It also highlights questions about privatization — whether the Cornerstone network is using its charter schools, and the public dollars they’ll bring in, to prop up their struggling religious school.

The network, and its portfolio of independent and publicly funded schools, offers an example of “the extreme difficulties private religious schools are going to confront if they are trying to become charter schools, and want in some way to maintain what they believe are their core values,” said Kary Moss of the American Civil Liberties Union, which lobbies to protect the First Amendment. “This is obviously a big problem in a state like Michigan where there is such a pro-charter movement and little regulation.”

U.S. law bars public schools from teaching religion. Voucher programs, which exist in 14 states and Washington, D.C., have blurred the boundaries by allowing parents to use public education funds to pay tuition at religious schools. But Michigan does not offer vouchers. Voters rejected the practice in 1970 and again in 2000 when now-Secretary of Education Betsy DeVos helped to underwrite the ballot proposal and poured upwards of $12 million into the campaign.

As a result, there are no options for religious schools in the state to get public funds for instruction. It also means that religious schools that struggle financially have little choice but to close.

But the state’s chaotic school choice landscape offers a not-so-obvious loophole: Schools can shop for an authorizer to reopen as a charter school, allowing them to receive public funds in exchange for accountability tied to student learning. The downside: They must drop their religious affiliation and practices, and open up to all students.

That could be a tall order for Cornerstone, a 26-year old school network steeped in religious rhetoric and created for the express purpose of “lifting up a Christ-centered culture.” Brockman, like much of the current staff, says on the school’s website that she “considers it a blessing to be able to educate children in a learning environment that places Jesus Christ first.”

The network has transitioned from private to charter before — in 2009 they converted two of their religious schools into charters, and they’ve since opened two more. And their authorizer, Grand Valley State University, has found no problems with the Cornerstone charters overstepping church-state lines. Yet conversations with the school’s founder, Durant, highlight the needle-thin line they straddle.

“We are a little not-for-profit trying to do the great prophet’s work if you will. God’s work. To help these children have fulfilling lives,” Durant said in an interview with Catholic News Network last summer. He later defined a fulfilling life as “following the things Jesus would teach and to love God and to love others.”

The comments give insight into the intricacies and strength of Cornerstone’s religious roots. But they also just toe the line, never fully compromising the school’s secular status.

A big part of this is due to the outward-facing work of the network to still draw distinctions between its private and religious schools. Like the other charters, Cornerstone Jefferson-Douglass Academy will move from the purview of the Cornerstone Schools Association, the organization running the private school endeavors, to the Cornerstone Education Group, a management company that leads the network’s charters.

For example, the four charter schools adopted a brand-new curriculum, and while the schools continued to use the private schools’ principles — love, joy, peace, forbearance, kindness, goodness, faithfulness, gentleness, and self-control — charter leaders do not place them in the context of the Bible or make them as much of a focus in the school day.

“What you have to do with your charter school is you say ‘OK, what are the attributes then of the character that make it possible for a person to at least begin to appreciate?’” Durant said in an interview with Chalkbeat. “So what is it? It’s love, peace, patience, kindness, gentleness, long-suffering, all these things which, in a fulfilling life, if you had those virtues, you’d be an amazing human being.”

Durant, who received a contribution and public endorsement from DeVos when he ran for the U.S. Senate as a Republican in 2012, said he wants “every company, every organization” to hire his graduates, knowing that “they would infect the culture in a good way in those places.”

Still, the four charter schools, which fell in the 9th, 14th, 19th and 20th percentile according to the latest state rankings, have not hit the same threshold of success that the Cornerstone private school boasts. The low achievement, which Durant calls unacceptable, spurred a recent restructuring of the charters’ management company. A new CEO and chief academic officer were hired. The network has also been re-visioning what a Cornerstone charter school will look like, with Jefferson-Douglass Academy as a forthcoming case study.

A hallway at the Cornerstone flagship campus.

 

Unlike the other Cornerstone charter schools, Jefferson-Douglass Academy will keep the same curriculum the private school is currently using. Additionally, a Christ-centered class will be offered after school by a third party. Finally, the time slot that previously was saved for chapel and a “Life and Teachings of Jesus” course will stay on the schedule but be replaced with intensive character development.

The school is also in the process of re-thinking how they can make sure influential texts, such as the Bible, are still, legally, underscoring lessons.

“I think of the things that we’ve talked about a number of times and I am certainly interested in, and that is how can we be more intentional about what the kids get exposed to,” Durant said, adding that texts like Martin Luther King’s I Have a Dream speech and Abraham Lincoln’s second inaugural speech are chock-full of religious allusions that require an understanding of the Bible to fully comprehend.

“If you begin to understand what King said — the references he’s making, why he’s referencing the 40th chapter in Isaiah, why he’s doing these other things — and you have kids go and read that stuff,” Durant said.

And while officials have been clear they understand the law and their First Amendment obligations, at a recent information session for religiously oriented Cornerstone Nevada parents, school officials emphasized that Cornerstone’s core principles and “culture” would go nowhere when the school transitions to a charter.

“We want to have as many of our kids that we can seeding the kindergarten each year,” said Ernestine Sanders, the CEO of the Cornerstone Schools Association, the private school network, explaining how the school’s current pre-K would remain private and Christian.

Current parents who expressed concerns about having students without the same background enter their children’s classes were reassured.

“Is the goal to put all the Cornerstone kids in one (class) and then everybody else in another?” a parent asked.

Sanders nodded. “That’s our goal,” she said.

Critics of allowing religious organizations to receive charters to run publicly funded schools say Cornerstone’s hybrid model is troubling. They note that even if the charter schools stay in their lane and don’t teach religion, public dollars will still be benefiting the private, religious institution.

The Nevada campus, which the private Cornerstone Schools Association owns, will be leased to the Jefferson-Douglass charter school for 13.5 percent of its yearly per-pupil funding — or an estimated $500,000. While Durant says the lease funds will be kept at an arms length from any religious programming done by the private Cornerstone Schools Association, it has been noted that the network’s only remaining religious school, the Nevada campus high school, plans to expand in the coming years.

These fuzzy lines are troubling to some.

“In the religious voucher setting, if you’re going to give vouchers to non-public schools you can trace the money and know what you’re getting,” said Peter Hammer, the director of the Damon Keith Center for Civil Rights at Wayne State University’s law school. “Here it’s like one of those bad science fiction movies where they take over the body.”

The authorizer that green-lighted Cornerstone’s most recent switch, Grand Rapids-based Grand Valley State University, has experience authorizing schools run by religiously oriented operators. In 1990, one of their schools, Vanguard Charter School Academy, was the subject of an ACLU legal challenge. Filed on behalf of five families with children at the school, the lawsuit charged that the campus allowed prayer in school, taught creationism, and held a mandatory staff retreat with religious overtones.

The suit was ultimately dismissed, after the school made some changes as a result of the lawsuit. But not before attracting national attention to the charter school, which was run by National Heritage Academies, a for-profit charter network founded by Michigan billionaire and DeVos friend J.C. Huizenga.

Now, Grand Valley State University, which authorizes over 65 charter schools across Michigan, says it plans to keep a close eye on the church-state issue. The group even plans to hire an outside consultant to make sure the school’s space is “free of inappropriate religious symbols,” said Alyson Murphy, the organization’s director of governance and compliance, in an email.

“We review the curriculum (I recently reviewed the Jefferson-Douglass curriculum with a fine-toothed comb) to ensure it is consistent with public school laws and we also have a school consultant who attends every board meeting,” Murphy wrote in an email. “We are working closely with the board’s legal counsel to make sure that all religious items are appropriately covered up/removed before students are in the building for class.”

Candace Brockman, the primary school principal and soon to be K-8 leader, speaks to the crowd of potential families.

Grand Valley officials appear to have their work cut out for them, far beyond the church-state issues.

Sanders told parents at the transition meeting that the school would likely not be able to serve students with all kinds of disabilities — something private schools can do but public schools cannot.

“If we figure that we can’t meet (a student’s) needs then we’ll have to say that, because sometimes kids come with some incredible challenges, and parents, we know that another school would be able to do that,” Sanders said, noting that the school’s principal was still doing interviews to assess potential students. “You know, like autism is an area where we would say we can’t do that, but there are schools in a public school that have to meet that need, but it’s not something we can do. So the more we know, the more we can say ‘You can come here.’”

Authorizers are responsible for ensuring that charter schools comply with federal anti-discrimination laws.

It will have to keep a close eye on the school’s academic performance, as the other charter schools in the Cornerstone network have struggled. One campus, Lincoln-King Academy, landed on the state’s priority list in 2014, and only recently came off of it. Today, it’s the highest ranked Cornerstone charter school, falling in the 20th percentile, but only after Sanders was hired to help bring up achievement and strengthen culture.

Finally, Grand Valley State University will have to make sure that the new school remains solvent — which could be a challenge if it fails to thrive in Detroit’s crowded charter landscape or if current parents grow alienated and leave.

Nicole Perry said she isn’t thinking about pulling her 10-year-old son Ayinde out of the school that will soon be known as Jefferson-Douglass. But she said she was dismayed to learn about the conversion, even though it will eliminate her tuition bill.

Perry, who is the current PTO president for the primary school, said she chose the school in 2012 because of its rigorous academics, small classes, and “Christ-centered learning environment.”

“I feel like with us becoming a charter school it’s like, ‘Oh, they’re like the other schools. When I used to say Cornerstone, it meant something different,” said Perry, who said she cried at the first meeting when she learned Cornerstone wouldn’t be a private school anymore.

Still, she will be there next year — one of the parents Brockman spoke of who will guide and welcome newcomers.

“No one likes change if it’s not what you want, but the way I see it we either have to get on board or get off in my mind,” she said. “My son has been here for six years, I know the lay of the land, I like the school. Let me take this new person and grab them and show them, why not help the situation rather than hurt it.”

Training teachers

How a doctor inspired a new way to train teachers — and how that is leading to a new kind of school

PHOTO: Anthony Lanzilote
Elizabeth Moje, dean of the school of education at the University of Michigan, studied how doctors are trained with Dr. Jonathan Zimmerman at Beaumont Hospital - Dearborn as she developed a new approach to training teachers.

After decades of training teachers in largely the same way, professors at the University of Michigan are making a radical change.

They’re moving to end the longtime practice of sending educators into their own classrooms after just a few months of student teaching.

In its place, they’re creating a new method — one based on the way doctors are trained — that will extend teacher training through their first three years on the job, supporting them as they take on the daunting responsibility of educating children.

“It was very nerve-wracking,” said Lisa Murray, who just finished her second year as an English teacher at Detroit’s Munger Elementary-Middle School.

Before starting at Munger, she’d spent 14 weeks as a student teacher in a fourth-grade classroom but suddenly found herself teaching seventh-grade English. She had a supportive mentor at her new school, she said, but “ultimately you kind of have to figure it out. It’s kind of trial and error.”

That’s how teacher training has been for generations, said Elizabeth Moje, the dean of the school of education at the University of Michigan.

“That’s what I did,” Moje said of her intimidating first teaching job when she was 21. “It’s what teachers do — and it’s ludicrous.”

Moje hopes her new approach will not only lead to better outcomes for kids, but will keep teachers in the classroom longer at a time when one in ten are leaving the profession after their first year.

She’s particularly hoping to keep teachers working in urban schools where students are more likely to be academically behind, but where limited resources for supporting teachers means that as as many as 35 percent of new teachers leave the profession after their first year.

The new approach involves this: A K-12 teaching school, similar to a teaching hospital, where future teachers — called interns — will train together under a single roof.

They’ll complete their student teaching there. Then, instead of heading out in search of a job in another school, they’ll stay on for three more years as full-time, fully certified teaching “residents.”

Residents won’t be trainees. They’ll be real classroom teachers working with real children and making a real salary — the same as any other first-, second-, or third-year teacher. But, unlike their peers in traditional schools, they’ll continue to learn from their professors and will work closely with the veteran teachers — called attendings — who will make up most of the school’s teaching staff.

Moje hopes to launch the teaching school as a partnership with a school or district in or near Detroit as soon as the fall of 2019.

Once it’s up and running, she said, she expects that between half and two-thirds of the faculty will be veteran teachers. The rest will be residents.

Details are still being ironed out, including the specifics about which school or district will partner with the university on the effort. But one option is the main Detroit district, where Superintendent Nikolai Vitti said he’s been in “active conversations” with Moje.

We are confident that something will be announced shortly about our plans,” he said. “The residency program is exactly what we need during a time when many teachers are not provided with the right support and training to assume responsibility of improving student performance, especially in Detroit.”

Vitti added that he thinks a program like this would recruit high-quality candidates to teach in Detroit and keep them in city schools.

***

PHOTO: Anthony Lanzilote
Dr. Jonathan Zimmerman, director of educational development at Beaumont Hospital -Dearborn, travels around the hospital with doctors-in-training including a medical student, a resident and an intern, stopping to ask them what they’ve learned from each patient. It’s a model the University of Michigan wants to apply to training teachers.

Moje is not the first to call for teacher training to look more like medical training.

Even as the trend in education in recent years has tilted toward accelerated certification programs like Teach for America that give non-education majors a crash course in teaching before placing them in a classroom, research has shown that if teachers aren’t well prepared and supported, they’re more likely to burn out and quit.

Teacher turnover — a problem that’s especially acute in schools with fewer resources to support new teachers — can exacerbate the very teacher shortages that alternative certification programs like Teach For America and the for-profit Teachers of Tomorrow are designed to address.

That’s why some districts and charter school networks in recent years have started year-long residency programs that are similar to student teaching but involve an entire school year.

Some schools have hired new teachers as “associates” before letting them fly solo in a classroom. The Denver school district has a new program that lets a handful of new teachers spend their first year working part-time in a classroom and using the rest of their time to plan, observe and hone their craft.

But Moje’s concept — the idea of extending teacher training for three years— is one that experts say is a novel approach that’s worth watching.

Because the residents are paid members of the school staff, the model doesn’t rely on private donations, or ask teachers to do extra training on their own dime.

“It’s exciting,” said Maria Hyler, a senior researcher for the Learning Policy Institute, an education think tank. “It fits into a lot of what’s going on in teacher prep right now, but on steroids, which is fabulous!”

Hyler noted that 30-50 percent of teachers leave the profession in the first three years, “often because of challenging working conditions or lack of preparation” so it makes sense to support them through that time.  

Karen DeMoss, who directs the Prepared To Teach program at Bank Street College, said she questioned how this model could work for large teaching colleges that bring in more candidates than they’re likely to have jobs for in any one teaching school. But she said she’ll be watching with interest to see how this model plays out for Michigan.

“I love the idea that an institution is committing to every single student having access to this kind of extended learning experience to learn how to do one of the most complicated jobs around,” she said.

***

PHOTO: Anthony Lanzilote
Elizabeth Moje, the dean of the school of education at the University of Michigan joins a resident, an intern and a medical student as they meet with a patient at Beaumont Hospital – Dearborn. A school she’s developing will similarly create ways for teachers to learn from peers a year or two ahead of them.

 

Moje’s teaching school concept began in earnest around 2010 when Dr. Jonathan Zimmerman, who was the residency director for internal medicine at Beaumont Hospital-Dearborn, reached out to Moje and her colleague, Bob Bain, at Michigan’s education school for help developing a new evaluation tool for medical residents.

A partnership soon emerged that had Moje joining Zimmerman on medical rounds in the hospital and Zimmerman joining Moje to observe teachers training at Detroit’s Cody High School.

The two soon noticed key differences in the way their students are taught.

At Cody, for example, Zimmerman noted a classroom where a seasoned teacher was working with four student teachers.

The classroom teacher had divided her high school students into four groups and had assigned a student teacher to lead each group.

“I saw them doing the very best they could to get the students to pay attention to a project,” Zimmerman said of the student teachers, but while all of the student teachers were focused on the teens they were working with, none of them were watching each other.

The classroom teacher circulated to each of the small groups, but she could only see one group at a time so the other three student teachers were largely on their own.

“They were all engaged in independent practice, which is great,” Moje said. But all of the student teachers were in the first semester of their training. Most had not yet developed much skill, so three of them at any time could have been doing something wrong “and no one would know,” she said.

In contrast, medical students, interns, residents, and attendings visit patients together in daily hospital rounds. Everyone has a role to play that includes learning from the person ahead of them in their training, and teaching the person coming up behind them.

“A third-year medical student is almost always paired at the hip with an intern,” Zimmerman said. “It’s much easier to learn from a peer that’s one or two years ahead of you and it’s much easier to teach if you are teaching somebody one or two years behind you. You have a better sense of where they’re coming from and they’re not so scared. ”

When Moje and Zimmerman were on rounds one day last month at Beaumont-Dearborn, they were accompanied by a fourth-year medical student, a first-year resident (called an intern) and a second-year resident.

As the team visited a patient with a severe inflammation of the pancreas, Zimmerman asked David Dimcheff, the medical student, what he thought the patient needed next.

“We treat with antibiotics,” Dimcheff responded.

Ok, Zimmerman said but, “what are the other options?”

Dimcheff looked confused. He froze for a minute, thinking, then glanced across the patient’s bed to where the two residents, Pooja Modi and Ahmed Ali, were making a hand gesture that looked like pulling a thread from a piece of fabric.

Dimcheff hesitated until the gestures made sense.

“We could get a sample with a fine needle aspiration and determine what bacteria is causing the infection,” he said. “That would help us tailor our antibiotic treatments.”

Yes, Zimmerman said, “and it would also help us ascertain whether or not [the pancreas] is actually infected.”

Moje noted later that her student teachers at Cody didn’t have residents to turn to if they were struggling.

They were “working independently and not having the kind of support that [Zimmerman’s] team has,” Moje siad. “His fourth-year med student, David, always has somebody more senior to him and our students don’t.”

Moje believes her teaching school can change that.

She’s designing the school so that as resident teachers improve, they’ll help train teachers coming up behind them. They’ll attend classes and workshops that could be held in the school building. And they’ll participate in meetings similar to what hospitals call “grand rounds,” where doctors, residents and medical students gather to discuss the condition of patients and the best course of treatment.

“One day you might be in a classroom with a student teacher and an attending, and a [university] field instructor might also be present, and a faculty member would show up, especially if we’re teaching classes there,” Moje said. “The next day, you might be in the exact same classroom and the student teacher is in a different classroom, but the attending is there.”

The new model will simplify a lot of things for the university’s school of education, which last year had student teachers working in 356 classrooms scattered around southeastern Michigan, Moje said. The university also has interns doing observations in classrooms for several months before their student teaching begins. 

“We can’t be there every day,” she said. “The advantage of the teaching school is that they’ll be in one location so we’ll be able to concentrate a lot more of our time and attention on these interns. That’s also why we can continue to support the residents because they’ll all be in one place.”

By offering college classes in the teaching school building, students can work toward their bachelor’s degree — or pursue a master’s — without having to drive between a Detroit school and a college lecture hall 45 minutes away in Ann Arbor.

When interns first start out, they’ll rotate to different teachers’ classrooms and slowly take on more responsibility.

“A first semester intern might be in a classroom with a teaching resident for part of the day, and in a classroom with an attending teacher for part of the day,” Moje said. “While in medicine, doctors move from patient to patient, in our clases they’ll be attached to a third-grade classroom. But, for part of the day, the teaching resident is leading and the other part, the attending is leading.”

All future teachers “would see a high level of practice,” she said, and all of the extra hands in the building will enable educators of all stages to leave their classrooms to supervise junior teachers or to watch a senior teacher work.

After three years on staff in the teaching school, residents will leave as fourth-year teachers who have been trained to weather the intensive challenges of teaching in urban schools.

That’s how Moje believes her school can potentially impact the quality of instruction across a city like Detroit.

“The gamble we’re all making,” Moje said, is that residents will move on from this teaching school and take jobs in other urban schools. “We’ll start to build a sense of scale because we’re distributing the talent pool to all these other schools.”

***

PHOTO: Anthony Lanzilote
When the team of doctors at Beaumont Hospital -Dearborn use a scope to view a patient’s vocal chords, they stop to make sure medical student David Dimcheff gets a chance to look through the scope.

Moje’s vision is to eventually have at least two teaching schools — one in an urban area like Detroit and the other near the university’s main campus in more affluent Ann Arbor.

“We hope this will recruit large numbers of people who want to do something very different in terms of teacher education,” she said. ”As the school grows and gains more stature, we hope it will also draw people into teaching.”

The new teaching school could be a tough sell for some parents who might fear that the new model is too experimental, or that educating their children would take a back seat to the demands of training teachers. But Moje said children will get a lot more attention in this school than they would in a typical school.

She believes children will benefit from efficiencies like those created in the hospital when doctors and med students work together.

As Zimmerman and his team made their way around the hospital last month, Zimmerman had the group stop to watch an ear, nose, and throat specialist use a scope to examine a patient’s vocal chords, making sure that Dimcheff, the medical student, got a chance to look through the scope.

He stopped an infectious disease specialist to request an impromptu hallway lecture on bacterial growth. And when the team emerged from the room of a 91-year-old patient who’d developed a bleeding ulcer when drugs he was taking for a heart condition interacted with drugs he was prescribed for shoulder pain, Zimmerman held the group in the hallway for almost 20 minutes, questioning each member about learnings from that patient.

In some ways, stopping to teach is inefficient, he said, but the work interns and residents do in the hospital more than makes up for the time spent teaching them.

“They’re admitting all the patients,” he said. “Putting orders into the computer, following up on [test results], getting a consultant to come see the patient, gathering everybody’s opinion, talking to the family, talking to the patient over and over, checking with them over and over again.”

Moje said she envisions her teaching school working the same way.

“It’s very rare that attending teachers, or any teachers, have the time to do this kind of on-the-job teaching of teachers,” Moje said as she watched Zimmerman and his team.

“That’s one of the things we’re trying to think through,” she said. “What would it mean if we made what we’re now calling attending teachers able to move around the building more? And be able to pop in and work with a novice teacher? With a teaching resident? With a student teacher? An intern? What would we have to do structurally?”

Murray, the English teacher at Detroit’s Munger Elementary-Middle school was intrigued by the idea of teachers getting more support in their first years.

Ultimately, she said, she’s found ways to serve her students. In her second year, the main Detroit school district honored her as its rookie teacher of the year.

“I had a better understanding of how I can run my classroom,” she said. “A better understanding of the curriculum.”

But she fondly remembers the support she had from her college professors and liked the idea of formal support continuing into a teacher’s first years.

“Teaching is one of those careers that no one can ever really prepare you for,” she said.

But once you’re in a school, doing the work, “to be able to have all these connections, all these professors, and all the people I had the support from in college … That could be really powerful.”

Who's leaving?

63 teachers are leaving Detroit’s main district. Here’s a list of their names and former schools.

PHOTO: Getty Images

Is your child’s favorite teacher saying goodbye to the Detroit Public Schools Community District?

Last week, Detroit’s main district released the names of 63 teachers and 55 building staff members who retired or resigned by the end of June. We have a list of their names and the schools where they worked.

Rather than leave classrooms during the school year, teachers typically choose to retire or switch school districts while students are on break. This is only the first wave of departures expected this summer — one reason schools in Detroit are racing to hire certified teachers by the fall.

But for Detroit families, the teachers on this list are more than a number. Scroll down to see if an educator who made a difference in your child’s life — or your own — is leaving the district.

Teacher and staff separations in June 2018. Source: Detroit Public Schools Community District