lower hires

City’s incoming Teach for America class hits five-year low

The share of new teachers stepping out of Teach for America training and into New York City classrooms is continuing to shrink.

The organization, which places new teachers in hard-to-staff public schools, said Tuesday that it will send 230 teachers into city schools this fall. That’s down from 400 teachers last year and the lowest number since 2010, a decline that reflects the recruiting difficulties Teach for America has faced this year as the job market for college graduates has improved and criticism of the organization’s preparation has persisted.

“We are certainly feeling it,” TFA New York director Charissa Fernandez said of the national recruitment challenge, adding that the group is also shrinking to allow TFA to improve the support it offers to city teachers. “Our partner schools are feeling it.”

In other parts of the country, other job prospects from the improved economy has led to teacher shortages, a trend detailed by the New York Times this week. In New York City, the latest recruitment numbers for Teach for America come as the organization continues to reorient itself, putting a new focus on encouraging teachers to stay in the classroom beyond their initial two-year commitments and recruiting more people of color into its ranks.

All told, the city will have about 5,500 new hires this fall, 100 of which will come from TFA, according to education department spokesman Jason Fink. NYC Teaching Fellows, another alternative certification program, will account for roughly 1,000. (Another 20 incoming TFA teachers will work in community-based organizations as part of the city’s expansion of pre-kindergarten, and an estimated 100 more will teach at charter schools.)

TFA has placed teachers in New York City schools for 25 years and is now the country’s top supplier of public school teachers. Over that time, the organization grew in prominence by attracting top college graduates to work in education with a clear formula: An intensive summer training program, followed by a teaching position in a high-poverty school and a two-year commitment. As recently as 2008, TFA was placing more than 500 teachers in New York City schools at a time, though the size of its presence has fluctuated.

Applications to Teach for America have declined in the past two years after a 15-year growth streak. Still, 44,000 people applied for the 4,100 open slots nationwide this year, which a spokeswoman noted was twice as many applications as they received in 2007.

Its growth has also fueled intense criticism. TFA corps members are more likely than teachers who come through other programs to stop teaching after two years, and detractors say that the organization doesn’t do enough to reduce the steady churn in schools that rely on TFA teachers. Meanwhile, independent research has found that TFA teachers are equal to, or do slightly better than, their non-TFA counterparts in boosting student learning.

“I don’t know if it’s an outright rejection of the TFA model, but I’ve certainly noticed an uptick in former TFA-ers who are speaking out about it,” said Joshua Starr, former superintendent of schools in Montgomery County, Maryland and the current CEO of PDK International, a professional association for educators. “The reputation might be a little bit more tarnished than it has been in the past.”

Responding to that criticism has been a focus of TFA’s new leaders, who have begun new initiatives to improve training and increase teacher retention and diversity.

Two-thirds of TFA’s incoming New York City teachers identify as people of color, up from 60 percent last year, making this year’s group the most diverse in the organization’s history. That’s also more diverse than the city’s overall teaching force, which is about 58 percent white, while 70 percent of students are black or Hispanic.

Having a smaller group of incoming teachers will allow TFA New York to focus on supporting alumni and improving the experience teachers have in their first two years, encouraging more of them to stay in the classroom, Fernandez said.

“Once we have rolled some of those changes out, we want to grow again,” Fernandez said.

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.