Q&A

At P.D. day, teachers discuss challenges of their profession

Across the city yesterday, high school teachers hunkered down for a day of extra training. Some sat in on sessions at their schools, while others scattered across the city for sessions held in the offices of educational consultants.

I stopped by the Midtown offices of Math for America, a fellowship program for math and science teachers, and saw teachers working on student work to better understand why they thought the way they did. Here’s what some said about some of the topics dominating the policy agenda these days (interviews edited for clarity and brevity):

Bill Lamonte, Millennium High School
Subject: Science
Years: 10 (eight in New York City)

How long will you be a teacher for?

I may be a different case because I know I’ll be teaching until I die. But it is hard to see colleagues that start out putting in that time and then get frustrated and end up leaving.

I am challenged professionally, but some people don’t want to deal with the bureaucracy of the system. The DOE is a tough place. It’s very top-down. It’s hard. But if you have a supportive administration and you’re in a school that has ideals that you believe in, it’s easier to stay because you feel you can work with people and that you can actually make a difference.

Would you ever consider a school leadership position?

I know I’ll be teaching, but I steer clear of the administration path just because I see what happens to teachers when they become administrators. They take on another personality, in a way. Again, it’s very top-down, so they have to meet certain requirements themselves. In order to do that you have to put a lot of pressure on your teachers. When you have to have a checklist – are they doing this, this, and this? – I can see how it can become a struggle to balance.

Although I do find that a lot of schools struggle with having good administrators. There are a lot of weak principals out there. I’ve seen it first hand, especially at my old school in the Bronx. Luckily now I do feel that the administration is batter and that does make a huge difference. To feel supported in a school is really what’s going to keep a teacher there.

Do you think financial incentives are a good way to improve instruction?

I think it’s dangerous because it starts to put teachers against each other. We’re supposed to be helping each other grow as a community. I do see the value of incentives, but it’s also like, ‘okay kids, I’ll give you a treat if you pass this test.’ It’s not really authentic.

At the same time, there’s a lot of fat to be trimmed, too. There’s a lot of teachers who don’t do what they’re supposed to and should be targeted, but the union does protect them. But the incentive factor, it’s tough. I see the pros and cons on both sides, but I don’t think it’s going to fix the problem. I don’t think throwing money at it is going to fix it. I think smaller class sizes is important and I think just getting a whole school community on board is important. I think that’s how KIPP schools do pretty well, simply because every body is so invested in it. But again, the burnout there is probably pretty high.

Pete Diamantis, Urban Assembly for Design and Construction (and MfA fellow)
Subject: Math/Algebra.
Year: Six

Why do you think there is high attrition in your profession?

I definitely feel there’s something to be said about the public perception of the profession – the esteem with which we view the profession and the people who do the job. And closely related to that is what I’ve come to realize, more and more, is the general disparity between what people think it takes to be a good teacher and what it actually takes to be a good teacher. So you have this public opinion that teaching should be a relatively easy task, when in fact we should be viewing it as something as hard as medicine or economics.

The MfA program gives its teachers up to $15,000 more than the average NYC teacher. Is that why you’re still in the profession? 

No. I think a big component (for people staying in the profession) would be the role that Math for America is playing for someone like me; an outside source that’s providing cutting edge professional development that helps me to be in this constant state of reflection of what I’m doing, how effective it is and how much better I can get.

For me, being part of Math for America is less about the compensation that comes with it as it is about the support that I feel from the organization. And I can speak from a pretty unique standpoint in that I’ve been around for five years and I’ve seen the evolution of Math for America as a program that is supporting public school teachers and the responsiveness to our feedback.

Stephen Jackson,  PS/MS 278
Subject: Science
Years: 18 (eight in NYC)

How long will you be a teacher for?

Always. I taught in another country for over ten years, so when I came here, I think my love for teaching kept me in there. I love working with kids, to see them them grow. You know, the whole process. I think that helps bring out my creativity also in terms of different challenges working with different groups of kids, the gifted kid, the ones who are struggling, the ones in the middle.

Why do teachers deserve to be paid more? 

On any given day you’re not just a facilitator for learning, but you also need to deal with their social needs, their sociological needs. There’s so many different things you have to deal with. It’s not just presenting the information.

Should teachers be paid more based on teacher evaluations? 

I’m not sure where my position is. I think if you’re going to think about performance, there are some schools that get some very good kids. In these areas you have excellent parental support, you have a lot of social support. These kids are going to do extremely well even when they get out of the classroom.

There are also some very challenging schools where there are a lot of factors outside the classroom. I know there are excellent teachers who really work hard in these schools with some of the basic skills that are lacking, but you really can see growth over a period of time with these kids.

I think if we’re going to be fair across the board, if teachers are working in certain schools where they get all the good quality kids so to speak – the level threes, level fours – that school is always going to do well. What about teachers who are working at the bottom who chose to stay in those areas to really help those kids? They may not necessarily be reflected in a score in a short period of time, but in the long term they can turn things around.

What's Your Education Story?

As the 2018 school year begins, join us for storytelling from Indianapolis educators

PHOTO: Dylan Peers McCoy/Chalkbeat
Sarah TeKolste, right, and Lori Jenkins at a Teacher Story Slam, in April.

In partnership with Teachers Lounge Indy, Chalkbeat is hosting another teacher story slam this fall featuring educators from across the city.

Over the past couple of years, Chalkbeat has brought readers personal stories from teachers and students through the events. Some of our favorites touched on how a teacher won the trust of her most skeptical student, why another teacher decided to come out to his students, and one educator’s call to ramp up the number of students pursuing a college education.

The event, 5:30 p.m. Thursday, Sept. 13, is free and open to the public — please RSVP here.

Event details:

5:30 p.m. to 7:30 p.m.
Thursday, Sept. 13, 2018
Tube Factory artspace
1125 Cruft St., Indianapolis, IN 46203
Get tickets here and find more on Facebook

More in What's Your Education Story?

School safety

Hiring more security officers in Memphis after school shootings could have unintended consequences

PHOTO: Jahi Chikwendiu/The Washington Post/Getty Images

Tennessee’s largest district, Shelby County Schools, is slated to add more school resource officers under the proposed budget for next school year.

Superintendent Dorsey Hopson earmarked $2 million to hire 30 school resource officers in addition to the 98 already in some of its 150-plus schools. The school board is scheduled to vote on the budget Tuesday.

But an increase in law enforcement officers could have unintended consequences.

A new state law that bans local governments from refusing to cooperate with federal immigration officials could put school resource officers in an awkward position.

Tennessee Education Commissioner Candice McQueen recently reminded school personnel they are not obligated to release student information regarding immigration status. School resource officers employed by police or sheriff’s departments, however, do not answer to school districts. Shelby County Schools is still reviewing the law, but school board members have previously gone on the record emphasizing their commitment to protecting undocumented students.

“Right now we are just trying to get a better understanding of the law and the impact that it may have,” said Natalia Powers, a district spokeswoman.

Also, incidents of excessive force and racial bias toward black students have cropped up in recent years. Two white Memphis officers were fired in 2013 after hitting a black student and wrestling her to the ground because she was “yelling and cussing” on school grounds. And mothers of four elementary school students recently filed a lawsuit against a Murfreesboro officer who arrested them at school in 2016 for failing to break up a fight that occurred off-campus.

Just how common those incidents are in Memphis is unclear. In response to Chalkbeat’s query for the number and type of complaints in the last two school years, Shelby County Schools said it “does not have any documents responsive to this request.”

Currently, 38 school resource officers are sheriff’s deputies, and the rest are security officers hired by Shelby County Schools. The officers respond and work to prevent criminal activity in all high schools and middle schools, Hopson said. The 30 additional officers would augment staffing at some schools and for the first time, branch out to some elementary schools. Hopson said those decisions will be based on crime rates in surrounding neighborhoods and school incidents.

Hopson’s initial recommendation for more school resource officers was in response to the school shooting in Parkland, Florida, that killed 17 people and sparked a wave of student activism on school safety, including in Memphis.

Gov. Bill Haslam’s recent $30 million budget boost would allow school districts across Tennessee to hire more law enforcement officers or improve building security. Measures to arm some teachers with guns or outlaw certain types of guns have fallen flat.


For more on the role and history of school resource officers in Tennessee, read our five things to know.


Sheriff’s deputies and district security officers meet weekly, said Capt. Dallas Lavergne of the Shelby County Sheriff’s Office. When the Memphis Police Department pulled their officers out of school buildings following the merger of city and county school systems, the county Sheriff’s Office replaced them with deputies.

All deputy recruits go through school resource officer training, and those who are assigned to schools get additional annual training. In a 2013 review of police academies across the nation, Tennessee was cited as the only state that had specific training for officers deployed to schools.