gala season

Kopp vows that TFA's "unstoppable force" will steer next mayor

Shipnia
Department of Education Senior Deputy Chancellor Marc Sternberg and Shipnia Bytyqi, a graduate of the high school he founded who now teaches at a charter school in the city, took the stage last week at Teach for America New York’s annual gala.

Teach For America used its annual New York City benefit last week to wade into the city’s political debate. Praising the Bloomberg administration’s education record, founder and board chair Wendy Kopp vowed that Teach For America and its supporters would fight to preserve the mayor’s education legacy after he leaves office at the end of the year.

“No matter who takes office,” Kopp said, “we are creating an unstoppable force.”

The remarks reflected Teach For America’s transition to playing a stronger role in public dialogue about education.

Kopp suggested that the organization would not throw its support behind a single candidate. “Progress isn’t a function of one leader,” Kopp said. Instead, she said, the educational change Teach For America supports requires “a constellation of committed souls.”

The strength of that constellation was on display at the nonprofit’s gala, held Wednesday at the glittering Waldorf Astoria hotel. In one night, the organization announced it raised $6.7 million, and speakers included Charlie Rose and Richard Parsons, the former CEO of Time Warner and Teach For America board member who also chairs Gov. Andrew Cuomo’s Education Reform Commission.

A board member also announced the name of the organization’s new New York executive director, Charissa Fernandez. Currently the chief operating officer at The After School Corporation, an extended-day services provider and advocacy group based in Manhattan, Fernandez will begin in the role this summer, filling a position that has been vacant since Jeff Li announced he was leaving to return to the classroom last year. Fernandez said she had accepted the position just days earlier.

The evening, titled “Leadership Matters,” began with remarks from Department of Education Senior Deputy Chancellor Marc Sternberg, a Teach For America alumnus held up as a case study of the leaders the organization has produced here. A speaker also named a long list of alumni in leadership positions across the city, including De’Shawn Wright, deputy secretary of education to Cuomo and a 1998 New York City corps member and Matt Tepper, the campaign manager to Christine Quinn, the City Council speaker and mayoral frontrunner. Tepper joined Teach for America’s New York corps in 2004.

Chancellor Dennis Walcott and former chancellor Joel Klein also attended the event. Kopp thanked Klein for his support, noting that when she first approached him early in his tenure, he told her to come back once she had expanded the city’s Teach for America corps significantly. The number of city corps members reached more than 500 a year before the financial recession slashed the number of new teachers the city could hire.

In her remarks, Kopp, who is also a New York City public school parent, poked fun at what she called some “confusion” in the media about Bloomberg and Klein’s education record. (Local newspapers have said recently, for example, that the Common Core is raising standards where Bloomberg did not.) In fact, she said, the city’s schools have been transformed in the last decade. She described walking into large high schools years ago to find that only a third of students had shown up. Now, she said, the city’s schools are filled with teachers “on a mission” to help their students.

“Maybe someday we’ll see a New York Times article about all of this,” she said. “But for now, we’ll focus on the things we can control.”

When some members of the audience murmured in reply, Kopp smiled. “You can laugh,” she said.

Disclosure: GothamSchools’ board chair, Sue Lehmann, is a member of Teach For America’s national board.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.