In the Classroom

New awards offer $2,500 for teachers who use data to bolster learning

PHOTO: Scott Elliott
Teachers who use data to inform their instruction can seek grants through the Institute for Quality Education.

Teachers who use data to guide their classroom lessons can win up to $2,500 to boost those efforts through a new grant program.

The Institute for Quality Education is accepting applications through July 17 for the Catalyst for Quality grant, which will award two teachers, or a group of teachers, money to pilot data

innovations. To apply, go to the institute’s website.

Tosha Salyers, a spokeswoman for IQE, said the idea for the new award surfaced during a discussion about how to recognize teachers who are working on new ways to help their students improve their work. Recognizing teachers is part of the group’s mission.

“How can we objectively say that teachers are helping students?” Salyers said.

“The very best ideas to improve education come out of the classroom,” she said.

The institute will track the work of the winning teachers to try to discover new methods that other teachers could follow.

Other teacher honors like the $25,000 Hubbard Life-Changing Teacher Awards, which named winners last week, focus less on teaching strategies. With data to share, she hopes the institute’s winners will be able to show their impact with numbers.

“That’s a great award – it gives a lot of money to teachers,” she said. “But none of those (other awards) actually take a look at the impact the teacher has in the classroom.”

Finalists for Catalyst for Quality grants will be selected by an online vote. The institute will share profiles of each applicant via social media along with instructions on how to vote. During the final round, finalists will spend a day at the institute’s offices working with veteran educators, including local superintendents, to hone their pitches.

The finalists will then present their ideas to a panelist of local entrepreneurs, business and community leaders and other educators, who will decide the winners. They will be announced Aug. 6.

“They get to share their idea with other educators,” Salyers said. “That way, they get to refine it and make it as great as it can be.”

Salyers encouraged teachers in all grades and subjects from any school in the state to apply.

“We tried really hard not to be restrictive – we didn’t want teachers to say, ‘Oh, that doesn’t sound like it’s for me,’” Salyers said. “I’m hopeful that we’ll get teachers from all different types of schools. I love getting teachers together that don’t normally talk – getting an urban charter school teacher in the same room as a rural southern Indiana teacher.”


yeshiva findings

After 3-year probe into yeshivas, city admits it was blocked from visiting many schools, found little instruction in math and English

PHOTO: Jackie Schechter
Mayor Bill de Blasio has been accused of delaying an investigation into whether yeshivas provide an adequate secular education.

At some of New York City’s yeshivas, attendance was voluntary when it came time to learn secular subjects like math and English. Students said they didn’t learn math beyond basic division and fractions. None of the students reported receiving steady lessons in science. 

That’s according to a long-delayed probe by the New York City education department into whether some of the city’s private Jewish schools are providing an adequate secular education for students. But even as the city released findings on Thursday, it admitted that it was never able to go inside any high schools and never received a full set of curriculum materials to evaluate — significant gaps for a report that took three years to be released.

In a letter sent to the state education commissioner on Aug. 15, schools Chancellor Richard Carranza asked the state for guidance on how to proceed after a recent change in law that put the state education commissioner in charge of evaluating the schools. The Wall Street Journal first reported on the letter. 

“We deeply believe that all students — regardless of where they attend school — deserve a high-quality education. We will ensure appropriate follow up action is taken based on guidance provided,” Carranza said in a statement.

The letter marks a new phase of an investigation sparked by current and former students and parents who complained they received little instruction in math or English while attending the schools. The city has been accused of delaying the investigation to avoid angering a politically powerful community.

New York requires private schools to provide instruction that is “substantially equivalent” to public schools, and that allows the schools to access public money for things like school security. Students and parents who were interviewed for the probe said they received instruction in math and English for only 90 minutes for four days out of the week, and all but two said they received “little to no” history lessons, according to the city’s letter.

The report finds that some schools have adopted new curriculums in English and math, but officials have not been able to evaluate the new materials because they haven’t received a complete set.

The city also said that officials at eight of the schools they were unable to visit recently gave word that they would schedule meetings.

Read Carranza’s full letter here.

In the Classroom

Carranza aims to speed up anti-bias training for educators, calling it a ‘cornerstone’ of school improvement

PHOTO: Christina Veiga
Chancellor Richard Carranza, bottom right, joined New York City principals and superintendents for an anti-bias training in Brooklyn.

After bending fluorescent pipe cleaners into loopy and angular shapes, a group of about 100 New York City principals and superintendents paired up for a chat. Their assignment: to recount their childhood aspirations of what they wanted to be when they grew up.

This was no arts and crafts class — and no ice breaker, either. The Wednesday morning session at Brooklyn Law School was an example of anti-bias training that the education department will now require for every employee who works with students across the country’s largest school system.

After committing $23 million to the work this year, Chancellor Richard Carranza announced at the session that the trainings will be mandatory, and that the city aims to speed up how quickly they happen. The goal is to compress the original four-year roll out to two.

“It’s about us as a community saying we want to change systems so that it privileges all of our students in New York City,” Carranza said. “The evidence right now, I will tell you my friends, is that not all students are being served well.”

Advocates had long agitated for the training, citing disparate rates in school discipline for black and Hispanic students, and high-profile incidents of schools accused of teaching racist lessons in the classroom. They argue that teachers need to be better equipped to serve diverse students as the city moves forward with plans to integrate its starkly segregated schools.

“We have to make school environments the most welcoming places possible for our young people. That includes adults doing personal work,” said Natasha Capers, a coordinator for Coalition for Educational Justice, a parent organization that lobbied for the training.  

Their advocacy has gotten a boost since Carranza became schools chancellor in April, bringing an approach that is bolder and more frank than his predecessor when it comes to addressing the system’s racial inequities. On Wednesday, he spent more than an hour participating in the training session just like the other school leaders, calling it “God’s work.”

“This is going to penetrate everything we do,” he said.

Wednesday’s session was lead by experts from the Perception Institute, a research and training organization, and Safe Places for the Advancement of Community and Equity (SPACEs), which provides leadership training. The pipe cleaners helped bring to life a metaphor about “bending” expectations for what educators might learn throughout the day. The one-on-one conversations were a way to “interrupt” stereotypical assumptions about other people by having sustained conversations with them, said trainer Dushaw Hockett.

“This isn’t some touchy-feely, get-to-know-you exercise,” he said.  

There is some evidence that, when done right, anti-bias trainings can work — and improve outcomes for students. But there is also research that shows it can often be ineffective.

Carranza said the city is committed to doing the work for the long-term, with the trainings designed to be ongoing and build on each other. He also said the department will keep an eye on measures such as student attendance and whether teachers report improvements in school climate to gauge whether it’s having an impact.

“This is going to be one of those cornerstone pieces in terms of, how are we going to continue to transform this immense system to really, truly serve all students?” he said. “This is going to be something that’s not going to fall off the radar. We’re going to keep pushing.”