Top Teachers

Annual awards honor math, science teachers at city high schools

A science teacher helping students study the East River, a mathematician teaching immigrants in the South Bronx and a teacher who raised test scores despite students being displaced by Hurricane Sandy were among seven city educators honored Wednesday.

The sixth-annual Sloan Awards recipients, who have been teaching math or science in city high schools for at least five years, were chosen by a panel of scientists, mathematicians and educators. The Fund for the City of New York and the Alfred P. Sloan Foundation gave the winners an individual prize of $5,000 and $2,500 for their school’s math or science department.

Here are this year’s recipients, along with a highlight about each that we pulled from longer biographies compiled by the Sloan Awards:

Aristides Uy

Aristides Julmarx Galdones Uy

School: International Community High School (ICHS), Bronx
Subjects: Algebra, Pre-Calculus, Geometry
Why his school thinks he’s great: A skilled mathematician originally from the Philippines, Uy could have taught at a specialized school but he chose the South Bronx high school to have a greater impact on students who are all recent immigrants.

 

Jennifer Cordi

Jennifer Cordi, PhD

School: Bard High School Early College, Manhattan
Subjects: College-Level Biology, Evolutionary Biology, Living Environment, Chemistry, Botany
Why her school thinks she’s great: Cordi creates field projects for her students to teach them the scientific method. Her students are studying the East River ecosystem by collecting samples of plants and insects, analyzing DNA and making observations.

 

Kerri Naples

Kerri J. Naples

School: The Scholars’ Academy, Queens
Subject: Algebra II/Trigonometry
Why her school thinks she’s great: Naples’ students achieved some of the highest state exam scores in the school’s history despite many students losing their homes during Hurricane Sandy and the school having to relocate to East New York.

 

Lauren Brady

Lauren Brady

School: Park East High School, Manhattan
Subjects: Integrated Algebra, AIS Instruction for Integrated Algebra, College Statistics
Why her school thinks she’s great: Brady’s “approach to teaching helped transform the school” from being monitored for producing low state exam scores to seeing 98 percent of freshman pass the Algebra Regents exam last year.

 

Malcolm Hill

Malcolm Hill

School: The Brooklyn Latin School
Subjects: IB Biology Higher Level, IB Biology Higher Level Lab
Why his school thinks he’s great: Hill designed the school’s biology curriculum to meet the requirements of the International Baccalaureate degree program. By the time students are seniors, they independently create and run their own experiments.

 

Megan Berdugo

Megan Driscoll Berdugo

School: Brooklyn International High School
Subjects: Algebra, Geometry, College-Level Calculus
Why her school thinks she’s great: Berdugo creates personalized lesson plans for each of her students at the Brooklyn school that is made up of students who speak 35 different languages and have a wide range of educational backgrounds.

 

Theresa Kutza

Theresa Dunlap Kutza

School: New Dorp High School, Staten Island
Subjects: Anatomy & Physiology, Neuroscience, Living Environment, Medical Issues
Why her school thinks she’s great: Kutza is well-known for her enthusiasm for science and innovative student projects, including overseeing oysters in Great Kills Harbor, observing thoracic surgery and studying the collapse of honey bee colonies in hives.

union power

Charter teachers won big in nation’s first strike. What now?

PHOTO: Yana Kunichoff / Chalkbeat
Teachers from Acero charter schools in Chicago protest stalled negotiations Oct. 24, 2018, as they readied to vote on authorizing a strike.

Some 500 unionized teachers joined in the nation’s first charter strike last week, and succeeded in negotiating wage increases, smaller class sizes and a shorter school day. Their gains could foreshadow next year’s citywide contract negotiations — between the Chicago Teachers Union, with its contract expiring in June, and Chicago Public Schools.

“The issue of class size is going to be huge,” said Chris Geovanis, the union’s director of communications. “It is a critically important issue in every school.”

Unlike their counterparts in charters, though, teachers who work at district-run schools can’t technically go on strike to push through a cap on the number of students per class. That’s because the Illinois Education Labor Relations Act defines what issues non-charter public school teachers can bargain over, and what issues can lead to a strike.

An impasse on issues of compensation or those related to working conditions, such as length of the school day or teacher evaluations, could precipitate a strike. But disagreements over class sizes or school closures, among other issues, cannot be the basis for a strike.

The number of students per class has long been a point of contention among both district and charter school teachers.

Educators at Acero had hopes of pushing the network to limit class sizes to 24-28 students, depending on the grade. However, as Acero teachers capped their fourth day on the picket line, they reached an agreement with the charter operator on a cap of 30 students — down from the current cap of 32 students.

Andy Crooks, a special education apprentice, also known as a teacher’s aide, at Acero’s Sor Juana Inés de la Cruz school and a member of the teachers bargaining team, said that even having two fewer students in a classroom would make a huge difference.

“You really do get a lot more time with your students,” Crooks said. “And if you are thinking about kindergarten in particular, two less 5-year-olds really can help set the tone of the classroom.”

In district-run schools, classes are capped at 28 students in kindergarten through third grade, and at 31 students in fourth through sixth grade. But a survey by the advocacy group Parents 4 Teachers, which supports educators taking on inequality, found that during the 2017-2018 school year, 21 percent of K-8 classrooms had more students than district guidelines allowed. In 18 elementary school classrooms, there were 40 or more students.

The issue came up at last week’s Board of Education meeting, at which Ivette Hernandez, a parent of a first-grader at Virgil Grissom Elementary School in the city’s Hegewisch neighborhood, said her son’s classes have had more than 30 students in them. When the children are so young and active — and when they come into classrooms at so many different skill levels — “the teachers can’t handle 30 kids in one class,” she told the board.

Alderman Sue Garza, a former counselor, accompanied Hernandez. She also spoke before the board about classroom overcrowding — worrying aloud that, in some grades at one school in particular, the number of students exceeded the building’s fire codes. (Board chair Frank Clark said a district team would visit the school to ensure compliance fire safety policies.)

While the Chicago Teachers Union aren’t technically allowed to strike over class sizes, the union does have a history of pushing the envelope when it comes to bargaining.

Back in 2012, when the Chicago Teachers Union last went on strike, they ended up being able to secure the first limit on class sizes in 20 years because the district permitted the union to bargain over class size.

They also led a bargaining campaign that included discussion over racial disparities in Chicago education and school closures, arguing that these trends impacted the working conditions of teachers.

“Even if you can’t force an employer to bargain over an issue, you can push them to bargain over the impact of an issue,” Bob Bruno, a labor professor at the University of Illinois at Champaign-Urbana, explained.

The Chicago Teachers Union also emerged from its 2012 negotiations with guarantees of additional “wraparound services,” such as access to onsite social workers and school counselors.

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

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