First Person

Speed Dating For Teaching Jobs

After deciding to leave Minnesota, I flew to New York City to attend a hiring fair in July 2006. I had already received a “commitment letter” from the city assuring my placement, but I had not interviewed with any specific schools. My trip to New York was my one chance, as I did not have the time or money to return that summer.

The hiring fair, held in a hotel convention hall, was intimidating and overwhelming. I arrived early only to find a line of prospective teachers wrapped around the block. There were over 200 schools represented inside but based on the length of the lines behind each table, I calculated that I could visit only about 10 of them. I would get five minutes at most to make a good impression and hopefully land a job offer or at least a longer follow-up interview. It was teacher-school speed dating.

Naively, I had hoped to find a school in Manhattan, proximate to the Upper West Side where my girlfriend would be attending graduate school. Quickly, I realized that hardly any Manhattan schools were posting social studies openings. I refocused my attention on Northern Brooklyn and the South Bronx.

Other than geographic location, I chose schools based on which had the shortest lines. My first few interviews did not go well. I am a soft-spoken kind of guy and making a first impression has never been my strength. After an hour or so, I was beginning to feel despondent. Finally, I found an interviewer who seemed impressed by my resume, noting that if I’d taught classes with 40+ students then I must have decent classroom management ability. But he seemed so desperate that the prospect of teaching at his school made me even more depressed. Before giving up hope altogether, I interviewed at one last school.

The interviewer for this school was a large, well-dressed, Hispanic man who identified himself as the “CEO.” For some reason, he zeroed in on a bullet point on my resume about teaching in a summer school program in Hong Kong. Randomly, he asked if this experience changed how I ordered food in a Chinese restaurant. Unsure what he was getting at, I answered as earnestly as possibly. He seemed to like my what I said, or at least the mild-mannered way in which I said it, and he invited me to visit the school the next day for a longer interview with the principal. He also gave me advice about how to improve my interviewing skills. Don’t say, “I think,” he told me, say, “I believe.” “I believe in structure,” he illustrated, “I believe in routines.” My spirits lifted. I thought I’d found my match.

The next day’s follow-up interview in Williamsburg seemed to go exceedingly well. “The CEO was impressed by you,” the principal told me as I entered his office, “therefore I am impressed by you; not very many people make a positive impression on the CEO.” We chatted for a while, and he told me that he would get back to me within 48 hours. As I was leaving, he told the secretary, “This young man is going to work for us next year.” I assumed this meant I had the job.

But after 48 hours, I’d heard nothing. I tried calling but only reached voicemail. A week passed. Finally, my cell phone rang and I recognized the New York area code. But it wasn’t the call I expected. The principal of Brooklyn Arts Academy was on the line, offering me a job at his school.

I was so surprised that I had to ask which school was his. He seemed annoyed at my question, but told me it was a new school in a newly renovated building with enough labtop computers for each student.  I immediately remembered my interview with the school, and told him that I’d been impressed by it.

In truth, I only interviewed there because it seemed to have a good location. It was a very popular school at the hiring fair, and I never expected to hear back from them, particularly since I’m an odd fit for an “arts” school.  To this day, I wonder what it was that the teachers who interviewed me saw in me.

Though I asked for some time to think about it, I only waited an hour before I called back and left a message accepting the offer. On July 11, 2006, the principal of Brooklyn Arts Academy emailed me a short note to welcome me onboard and said he would write again when he had time to “compile more detailed thoughts.” Incidentally, the principal of the school in Williamsburg also emailed me later that day with his own job offer. Even though I’d gotten my hopes up about that school, I decided it was a good thing I ended up elsewhere since the disconnect between the principals’ words and actions might suggest larger disorganization. Indeed, it seemed serendipitous that Brooklyn Arts Academy contacted me just in the nick of time. I was eager to start developing my new relationship with this school.

Ironically, I had to wait to begin this process. I did not hear from the principal again until late August, only days before my four years as a teacher in New York would begin. By this time, my feelings of excitement were tempered by feelings of anxiety.

First Person

What I learned about the limits of school choice in New York City from a mother whose child uses a wheelchair

PHOTO: Patrick Wall

As a researcher interested in the ways online platforms impact learning and educational decision-making, I’ve been trying to understand how New York City parents get the information to make a crucial decision: where to send their children to school.

So for the past six months, I’ve been asking local parents about the data they used to choose among the system’s 1700 or so schools.

I’ve heard all sorts of stories about the factors parents weigh when picking schools. Beyond the usual considerations like test scores and art programs, they also consider the logistics of commuting from the Bronx to the East Village with two children in tow, whether the school can accommodate parents and children who are still learning English, and how much money the parent-teacher association raises to supplement the school’s budget.

But for some families, the choice process begins and ends with the question: Is the building fully accessible?

The federal Americans with Disabilities Act requires public buildings constructed after 1992 to be fully accessible to people in wheelchairs. However, most New York City public school buildings were constructed prior to that law, and high construction costs have limited the number of new, fully accessible buildings.

As a result, a shocking 83 percent of New York City schools have been found non-compliant with the ADA, according to a two-year federal Department of Justice investigation whose findings the city Department of Education largely disputes. Recently, the city’s Office of Space Management has begun surveying buildings for full accessibility, but more work remains to be done.

One parent’s struggle to find a school suitable for her son, who has a physical disability but no cognitive issues, illustrates what a major role accessibility plays in some families’ decision-making.

Melanie Rivera is the mother of two and a native New Yorker living in Ditmas Park in Brooklyn’s District 22 who shared her story with me — and gave me permission to share it with others. Here is what she told me, in her own words:

My son Gabriel is seven years old. He was born with a condition called arthrogryposis, which affects the development of his joints. His hips, knees, and feet are affected and he has joint contractures, so his legs don’t bend and straighten the way most people’s do. In order to get around, he uses a combination of crutches and a wheelchair.

Before I had my differently-abled son, I was working in a preschool for children with special needs. The kids I worked with had cognitive developmental disabilities.

Despite my professional experience, I was overwhelmed when it was my turn to help my child with different abilities navigate the public school system. I can only imagine the students falling by the wayside because their parents don’t have that background.

When I was completing my son’s kindergarten application, I couldn’t even consider the academics of the school. My main priority was to tour the schools and assess their level of accessibility.

There are only a couple of ADA-accessible schools in my district, and there was no way of indicating on my son’s kindergarten application that he needed one. When we got the admissions results, he was assigned to his zoned school – which is not accessible.

I entered lengthy and extensive mediation to get him into an ADA-accessible school. At that point, I knew I would just have to take what I could get. For families whose children have special needs, “school choice” can ring hollow.

The process of finding any accessible school was a challenge. The DOE website allows families to search for ADA-accessible schools. But the site describes most schools as “partially accessible,” leaving it up to parents to call each school and say, “What do you mean by this?”

When I called the schools and asked, “Are you a barrier-free school?” the staff in the office didn’t know what the term meant. They might reply, “Oh yeah, we have a ramp.” I’d have to press further: “But can you get to the office? Can you get to every floor in the building?” The response was often, “Oh, I don’t know.”

Even the office staff didn’t know. But for my son’s sake, I needed to know.

Gabriel deserves the full range of academic and social experiences. So every day I make sure he’s learning in the least-restrictive environment — from the classroom, to phys ed, to field trips.

I believe the Department of Education also wants to make schools accessible and to place students with different abilities in settings where they’ll flourish, but the current system is not equipped to follow through on those good intentions. While I see gradual changes, I still know that if I don’t find the best placement for my son the system definitely won’t.

At the school level, administrators should know the details of their own school’s accessibility. Teachers should learn to include children with different abilities in their classrooms. Such a commitment means recognizing the value of inclusivity — not viewing accessibility as something ADA says you must do.

Before I had Gabriel, I never thought about accessibility. I never looked at street cutouts or thought about how to enter a store with steps. We’re probably all guilty of perpetuating exclusion at one point or another.

Recognizing that will allow us to change the status quo. It will allow every individual with a physical disability to fully participate in the public school system.

Claire Fontaine is a researcher at Data & Society, a research institute in New York City focused on social, cultural, and ethical issues arising from technological development. Kinjal Dave is a research assistant at Data & Society. You can read more about their project, which seeks to better understand the ways in which diverse New York City parents draw on school performance data, online dashboards, and school review websites when researching schools for their children.

First Person

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

PHOTO: Marta W. Aldrich
Grace Tatter covers a press conference at the Tennessee State Capitol in 2015.

For three years, I covered the Statehouse for Chalkbeat Tennessee, reporting on how policies from Nashville trickled down into more than 1,800 public schools across the state.

Now I’m starting back to school myself, pursuing graduate studies aimed at helping me to become a better education journalist. I’m taking with me six things I learned on the job about public education in Tennessee.

1. Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.

I heard from hundreds of parents, educators, and students who were passionate about what’s happening — good and bad — inside of schools. I covered crowded school board meetings and regularly scrambled for an open seat at legislative hearings where parents had filled the room after driving since dawn to beat the opening gavel. Not incidentally, those parents usually came from communities with the “worst” schools and the lowest test scores. While many disagreements exist about the best way to run schools, there is no shortage of people, particularly parents and educators, who care.

2. Tennessee has one of the most fascinating education stories in America.

I’ve had a front-row seat to massive changes in K-12 education under reforms ushered in by Race to the Top — an overhaul being tracked closely well beyond the state’s borders. But the national interest and import doesn’t end with changes stemming from the $500 million federal award. Tennessee is home to some of the nation’s premier education researchers, making its classrooms laboratories for new ideas about pre-K, school turnaround, and literacy instruction, just to name a few. And at the legislature, more lobbyists are devoted to education than to most any other cause. A lot of eyes are on Tennessee schools.

3. The education community is not as divided as it looks.

During the course of just a few years, I watched state lawmakers change their positions on accountability and school vouchers. I witnessed “anti-charter” activists praise charter leaders for their work. I chronicled task force meetings where state leaders who were committed to standardized testing found middle ground with classroom educators concerned that it’s gone too far. In short, a lot of people listened to each other and changed their minds. Watching such consensus-building reminded me that, while there are no simple debates about education, there is a widespread commitment to making it better.

4. Money matters.

Even when stories don’t seem to be about money, they usually are. How much money is being spent on testing, teacher salaries, school discipline reform? How much should be available for wraparound services? Why do some schools have more money than others? Is there enough to go around? Tennessee leaders have steadily upped public education spending, but the state still invests less than most other states, and the disparities among districts are gaping. That’s why more than a handful of school districts are battling with the state in court. Conversations about money are inextricable from conversations about improving schools.

5. Race is a significant education issue, but few leaders are willing to have that conversation.

More than 60 years after Brown v. Board of Education, Tennessee’s schools are largely racially segregated. Yet most policymakers tread lightly, if ever, into conversations about achieving real racial integration. And in many cases — such as a 2011 law enabling mostly white suburban Shelby County towns to secede from the mostly black Memphis district — they’ve actually gone backwards. Then there’s the achievement data. The annual release of test scores unleashes a flurry of conversation around the racial achievement gap. But the other 11 months of the year, I heard little about whether state and local policies are closing those gaps — or contributing to them — or the historical reasons why the gaps exist in the first place. To be sure, state leadership is trying to address some of Tennessee’s shortcomings. For example, the State Department of Education has launched modestly funded initiatives to recruit more teachers of color. But often, race and racism are the elephants in the room.

6. Still, there’s lots to celebrate.

If there were unlimited hours in the day, I could have written thousands of stories about what’s going right in public education. Every day, I received story ideas about collaborations with NASA in Oak Ridge, high school trips to Europe from Memphis, gourmet school lunches in Tullahoma, and learning partnerships with the Nashville Zoo. Even in schools with the steepest challenges, they were stories that inspire happiness and hope. They certainly inspired me.

Grace Tatter graduated from public schools in Winston-Salem, N.C., and received her bachelor’s degree in history from the University of North Carolina. She’s now pursuing a master’s degree in specialized studies at the Harvard Graduate School of Education.