changes at the top

Fariña to require more experienced superintendents who play stronger role in schools

PHOTO: Patrick Wall

Current school superintendents will soon have to reapply for their jobs and undergo new training, while new applicants will need several extra years of school-based experience to be eligible for the role, schools Chancellor Carmen Fariña announced Tuesday.

The city is reshaping the role of the 43 superintendents covered by the new regulations, whose main tasks today are to evaluate schools and principals. Now, they will be expected to provide more support to principals dealing with everything from the city’s prekindergarten expansion to students with special needs, even as they continue to evaluate them, senior Department of Education officials said on a conference call with reporters.

While Fariña has already replaced most of the education department’s senior leadership, the latest changes mark the beginning of a shakeup among administrators who deal directly with individual schools. But it continues her push to elevate veteran educators to leadership roles: She appointed longtime educators as her top deputies, and has insisted that would-be principals spend seven years in schools before they apply to become school leaders.

The role of superintendents was greatly diminished under former Mayor Michael Bloomberg, who transferred many of their responsibilities to school-support networks that principals entered voluntarily. Fariña has vowed not to upend the network system for now, but by shifting more support duties back to superintendents and potentially hiring some new ones, her administration will now have a greater hand in what happens inside schools.

“These changes serve our greatest goal of directly improving classroom learning for students across the city,” Fariña said in a statement.

New superintendent candidates will now need to have worked in schools for at least 10 years, with at least three of those as a principal, according to the proposed regulation changes that must be approved by an oversight board in August. In the past, would-be superintendents needed three years experience as a principal or to have held a high-level role within the education department.

Superintendents could now be expected to interact more with families and to help school leaders manage the added training time and other elements of the new teachers contract, officials said. They must also now attend community events and show a commitment to arts education.

The current crop of 32 district superintendents and nine high school superintendents will have to reapply for their positions, but they will not be held to the same 10-year-experience requirement as future candidates. Still, all but six of the 43 current superintendents already meet the new experience requirements, according to the city. (The superintendents who oversee special districts for older students and those with severe disabilities are not covered by the rule changes.)

The superintendents must pass through a new application process that is now online and will require essays and references, the city said. The officials said they expect to rehire “the vast majority” of the sitting superintendents.

The city will train the superintendents using a two-year, $750,000 grant from the Wallace Foundation, which was also a major funder of the New York City Leadership Academy, Bloomberg’s training program for new principals. Department officials said this would be the first time superintendents took part in a group training, something they said would lead to more uniformity across the school system.

Current and new superintendents, as well as potential candidates for the job, will receive three weeks of summer training followed by monthly workshops and individual coaching during the school year, according to a Wallace Foundation spokeswoman. As part of the grant, the city will also “re-write” superintendents’ job description, said the spokeswoman, Jessica Schwartz.

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.