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New York City is honoring 19 exceptional teachers. Here’s who they are

PHOTO: Courtesy of the Department of Education
Chancellor Carmen Fariña presents fifth-grade teacher Keira Dillon with a Big Apple Award.

New York City has named 19 teachers winners of Big Apple Awards, a competitive prize that rewards “exceptional success” in instruction, impact on student learning, and overall contributions to school communities.

The winners were culled from a pool of 7,800 nominees, 1,000 of whom were invited to submit formal applications. The applicants were judged based on essays, classroom observations, recommendations and interviews.

Among the Big Apple winners is a physical education teacher — a first in the program’s five-year history.

“This year’s recipients represent the thousands of incredible educators who go above and beyond to motivate their students, and move their school communities forward,” schools Chancellor Carmen Fariña said in a statement.

Here are the winners:

Danielle Bocchino (fifth-grade teacher, P.S. 215 Morris H. Weiss, Brooklyn)
Mrs. Bocchino has taught at P.S. 215 for 14 years and holds her students to rigorous standards, rewarding them with “conversation coupons” when they use accountable talk. Mrs. Bocchino stresses the importance of student independence because, she believes, “It is important to let them do the work.” At the beginning of this year, just 17 percent of her students were meeting fifth grade math standards; by mid-year, 86 percent were meeting the standards including 34 percent who were exceeding them.

Corinne Cornibe (high school math teacher, Academy for Young Writers, Brooklyn)
“I want my students to be creators – to design, innovate, and problem-solve their way to a better future,” said Ms. Cornibe. She started a robotics program and later establish an Advanced Placement Computer Science program that have ignited students’ passions and interest in learning. 73 percent of last year’s graduating class took a course in computer science, robotics, or both.

Yocasty Diaz (middle school math teacher, I.S. 219 New Venture School, the Bronx)
Ms. Diaz has worked at I.S. 219 for 16 years and describes her classroom as “a center of investigation, discovery, and risk-taking opportunities.” Ms. Diaz utilizes project-based instruction focusing on meteorological science to expand her students’ horizons by exposing them to professions that they otherwise might not have had access to.

Keira Dillon (fifth-grade gifted & talented teacher, P.S. 163 Alfred E. Smith, Manhattan)
Over her ten years at P.S. 163, Ms. Dillon has exposed students to great works of philosophy and art. Her goal: “to offer enriching academic and social opportunities that mirror this amazing city.” Ms. Dillon believes in building cross-curricular connections and her students conduct a weekly song analysis through a Socratic seminar.

Adriana DiScipio (English as a new language teacher, P.S. 230 Doris L. Cohen, Brooklyn)
Ms. DiScipio is now in her 11th year of working with often newly arrived English Language Learners at P.S. 230. “I perceive my students’ linguistic diversity as a strength and a resource.” Beyond her classroom, Ms. DiScipio serves as a Learning Partners Program Model Teacher, sharing work around language learning and vocabulary development with her school community.

James Harrington (high school art teacher, High School of Art and Design, Manhattan)
In his 11th year teaching at the school he graduated from, Mr. Harrington strives to live up to his own teachers’ legacy as mentors who saw their students as artists. Relating to his students, Mr. Harrington reflects, “I became a teacher to pass on the gift of art to a new generation, just as it was passed on to me.”

Leslie Lehrman (high school English teacher, Fordham Leadership Academy for Business and Technology, the Bronx)
Ms. Lehrman explains that she left her career in magazine publishing to “combine my passion for reading and writing with my love for children.” As a Master Teacher, Ms. Lehrman acts as the department lead, guiding vertical alignment of instructional strategies, and helps to lead a professional learning community, collaborating with colleagues to develop and deliver monthly professional development aligned with schoolwide goals.

Jessica Martell (fifth-grade teacher, Central Park East II, Manhattan)
Ms. Martell works in an ICT setting and became a teacher to combine her love of New York City with her belief that every student is entitled to a quality public education. This year, each of her students has grown at least two reading levels, and Ms. Martell has fulfilled her goal of ensuring “all students see themselves as capable and brilliant readers and writers.”

Nash Matute (Reading recovery teacher, Archer Elementary School, the Bronx)
Ms. Matute has taught in New York City public schools for seven years and serves as a Reading Recovery teacher for a group of first grade students. She is “driven by the never-ending room to grow and develop.” Ms. Matute also serves as an instructional coach for her school’s upper grades and has implemented a schoolwide teacher and peer conferencing system for teachers to assess and build relationships with students.

Katie McArdle (Elementary Autism Teacher, P.S. K231, Brooklyn)
Ms. McArdle has spent the past 14 years teaching New York City students on the autism spectrum. “After college, I stumbled upon a graduate program focusing on students with severe and multiple disabilities, and as soon as I began, I knew I had found my niche.” In her classroom, each students’ unique learning style is respected and nurtured. Mrs. McArdle’s primary focus is on developing her students’ self-awareness, self-control, and self-advocacy.

Faye Michalakos (sixth-grade math teacher, Hellenic Classical Charter School, Brooklyn)
Ms. Michalakos ties all of her instruction to real world examples and experiences for her math students. Understanding the “why” of math is critical to her students’ success, and Ms. Michalakos builds partnerships with parents and families through schoolwide engagement events. In the classroom, she insists upon students using math vocabulary and accountable talk, and prepares them to facilitate their own Socratic seminars and to monitor their own progress by writing themselves “glow and grow” notes.

Carmen I. Morales (TASC preparation teacher, East River Academy, Rikers Island)
Ms. Morales has spent the past 25 years at East River Academy working with incarcerated students. She often “sneaks” hopeful and inspiring messages into their work to keep them engaged, and cultivates a physical learning environment which is uniquely suited to the social emotional needs of students on Rikers Island.

Patrick Murphy (special education teacher, P.S. 199 Maurice A. Fitzgerald, Queens)
Mr. Murphy has inspired students to consider engineering careers after starting a Lego Robotics program. He believes in tapping into his students’ interests and passions to drive instruction, saying, “I became a teacher because I love the art of learning.” Individual student conferences also help him monitor student progress and create monthly goal sheets aligned to rigorous academic standards.

Rose Newman (physical education teacher, P.S. 118 Lorraine Hansberry, Queens)
“My Physical Education class is a place of moving and learning,” said Ms. Newman. She is the first PE teacher to receive a Big Apple Award, and her goal is for students have fun while learning about health-related fitness, skills, and character. She also sets specific goals that can be tracked during the year, and students are expected to spend at least 50 percent of class time engaged in moderate-to-vigorous physical activity and complete at least 1,000 steps during each lesson, as measured by the use of pedometers.

Rosario Orengo (middle school social studies teacher, The Urban Assembly Unison School, Brooklyn)
“I wake up every morning excited to do this work,” said Ms. Orengo. For her, the work of being an educator means creating a safe environment, in which her students feel comfortable taking academic risks and sharing their own confusions and misunderstandings. Focusing on conversation and discussion, she uses high-interest readings and integrates connections to current events to motivate her students, and helped introduce restorative practices to the school community.

Elaine Rodriguez (dual language middle school math teacher, M.S. 322, Manhattan)
Ms. Rodriguez said she “practices an open-door-at-all-times policy and welcomes positive thinking and mistakes from students, parents, administrators and visitors.” In her dual language classroom, Ms. Rodriguez models instruction in Spanish for one week and then continues the curriculum in English the following week.

Julia Satt (second-grade special education teacher, P.S. 45 John Tyler, Staten Island)
Ms. Satt has taught at P.S. 45 for ten years in an ICT setting, focused on educating the whole child, responding to each student’s unique behaviors and needs, and using restorative circles to promote equity of voice. A significant portion of Ms. Satt’s students have made two years’ worth of reading, writing, and math progress in just one year.

Diana Shteynberg (Pre-K teacher, Shorefront YM-YWHA, Brooklyn)
Raised in a family of educators, Ms. Shteynberg’s goal is to guide students to be “self-initiating and self-directed learners” and to “grow from dreamers to doers.” Ms. Shteynberg seeks to create a welcoming environment and an atmosphere of trust for every child and family, and builds strong parent partnerships, offering positive and constructive feedback. At the end of last year, every student in Ms. Shteynberg’s class was able to enter Kindergarten without the ESL program due to excelling in language and literacy.

Binh Thai (sixth-grade humanities teacher, University Neighborhood Middle School, Manhattan)
Mr. Thai began his teaching career 17 years ago as a member of the inaugural cohort of the New York City Teaching Fellows. Mr. Thai implements a 360-degree feedback process in his classroom: students receive feedback from each other as well as from their teacher, and Mr. Thai uses an online form to solicit feedback on his instruction directly from students.

By the numbers

NYC announces it will subsidize hiring from Absent Teacher Reserve — and sheds light on who is in the pool

PHOTO: Caroline Bauman

Ever since the city announced a new policy for placing teachers without permanent positions into schools, Chalkbeat and others have been asking questions about just who is in the pool, known as the Absent Teacher Reserve.

Now we have some answers.

The education department released figures on Friday that show a quarter of teachers currently in the the pool were also there five years ago, and a third ended up in the ATR because of disciplinary or legal issues. The average salary for teachers this past year was $94,000, according to the data.

The city also said it would extend budget incentives for schools that hire educators from the ATR, a change to its initial announcement. Principals have raised concerns about the cost of hiring from the ATR, since its members tend to be more senior, and therefore more expensive, than new teachers.

The ATR is comprised of teachers who don’t have regular positions, either because their jobs were eliminated or because of disciplinary issues. It cost almost $152 million in the last school year — far more than previously estimated — and currently stands at 822 teachers.

In July, the city announced a plan to cut the pool in half by placing teachers into vacancies still open after the new school year begins — even potentially over principals’ objection.

Critics have argued that the city’s new placement policy could place ineffective teachers in the neediest classrooms. StudentsFirstNY Executive Director Jenny Sedlis called the move “shockingly irresponsible” in a statement.

“There are reasons why no principal has chosen to hire them and this policy is bad for kids, plain and simple,” she said.

But Randy Asher, the former principal of Brooklyn Technical High School who is now responsible for helping to shrink the pool, called the new policy “a common sense approach to treating ATR teachers like all other teachers,” since they now have the opportunity to be evaluated by a school principal.

Here’s what the latest numbers tell us about who is in the pool.

How did educators end up in the Absent Teacher Reserve?

Most of the educators in the ATR were placed there because their schools had closed (38 percent) or due to budget cuts (30 percent.)

Another 32 percent entered the pool because of a legal or disciplinary case.

How effective are they?

A majority — 74 percent — received an evaluation rating of “highly effective,” “effective” or “satisfactory” in 2015-16, the most current year available. Current ratings for teachers citywide were not immediately available, but in 2014-15, 93 percent of teachers overall were rated effective or highly effective, according to the Wall Street Journal.

Twelve percent of teachers in the pool received an “ineffective” or “unsatisfactory” rating in 2015-16, and about 7 percent received a “developing” rating, one step up from ineffective.

Some teachers in the ATR say evaluations can be unfair since teachers are often placed in classrooms outside of the subjects they are equipped to teach and because they are bounced between classrooms.

Asked whether teachers with poor ratings would be placed in classrooms, Asher said “all” teachers in the ATR have traditionally been placed in school assignments.

“They’re in schools, no matter what. It’s a question of what is their role in the school, and how are they supported and evaluated,” he said. “Obviously we will look at each individual teacher and each individual assignment on a case-by-case basis.”

How experienced are they?

Teachers in the ATR have an average of 18 years of experience with the education department, and earn an average salary of $94,000. By comparison, the base salary for a New York City teacher as of May 2017 was $54,000.

How long have they been in the pool?

Almost half the educators who are currently in the pool were also there two years ago. A quarter were in the ATR five years ago. That doesn’t mean that teachers have remained in the ATR for that entire time. They could have been hired for a time, and returned to the pool.

Still, the figures could be fuel for those who argue educators in the ATR either aren’t seriously looking for permanent jobs — or that the educators in the pool are simply undesirable hires.

How will schools pay for them?

Teachers in the ATR have argued that their higher salaries are one reason principals avoid hiring them — a concern that principals voiced in a recent Chalkbeat report.

“This is part of the injustice of the ATR placement,” said Scott Conti, principal of New Design High School in Manhattan. “Schools might not want them and they will cost schools more in the future, taking away from other budget priorities.”

Under the policy announced Friday, the education department will subsidize the cost of ATRs who are permanently hired, paying 50 percent of their salaries next school year and 25 percent the following school year.

Where have they worked previously?

This question is important because the answer gives a sense of where educators in the ATR are likely to be placed this fall. The education department’s original policy called for an educator to be placed within the same district they left, but the change announced in July allowed for placement anywhere within the same borough.

Almost half of ATR members, as of June 2016-17, came from high schools. That isn’t surprising: Former Mayor Michael Bloomberg and Chancellor Joel Klein targeted large high schools for closure, breaking them up into smaller schools as part of a turnaround strategy.

Of the school districts serving K- 8 students, District 19 in Brooklyn’s East New York and District 24 in Queens had among the most educators in the ATR. Each had 26.

What subjects do they teach?

The largest share of teachers in the ATR — 27 percent — are licensed to teach in early childhood or elementary school grades. Another 11 percent are licensed social studies teachers, 9 percent are math teachers and 8 percent are English teachers.

Questions have been raised in the past about whether the teachers in the pool had skills that were too narrow or out of date. A 2010 Chalkbeat story found that a quarter of teachers then in the pool were licensed to teach relatively obscure classes like swimming, jewelry-making and accounting.

Training teachers

More literacy coaches to bolster Tennessee’s drive to boost student reading

PHOTO: Alan Petersime

More than half of its school districts signed on last year when Tennessee created a network of literacy coaches to help classroom teachers improve their students’ reading.

Now entering the program’s second year, another 16 districts are joining up. That means two-thirds of Tennessee districts will have instructional supports in place aimed at addressing the state’s lackluster reading levels.

Tennessee has a reading problem. Less than half of its students in grades 3-8 were considered proficient in 2015, the last year for which test scores are available. In Memphis, the numbers are even more stunning. Less than a third of Shelby County Schools’ third-graders are reading on grade level.

PHOTO: Marta W. Aldrich
Gov. Bill Haslam speaks during the statewide launch of Read to be Ready in 2016.

The state wants to get 75 percent of third-graders proficient by 2025. (New scores coming out this fall will help track progress.)

The coaching network is a major component of Tennessee’s Read to be Ready drive, launched in 2016 by Gov. Bill Haslam and Education Commissioner Candice McQueen. The focus is helping teachers improve literacy instruction for the state’s youngest students.

So far, some 200 coaches have worked directly with more than 3,000 teachers in 83 districts, including all four urban districts. This fall, 99 out of the state’s 146 school systems will participate.

About 92 percent of classroom teachers report that coaching is improving their teaching, even as many coaches say they are stretched too thin, according to a state report released Wednesday. Inadequate planning time for teachers is another barrier to success, the report notes.

To join the coaching network, districts must commit to funding a reading coach who will support about 15 teachers. New districts signing up this year are:

  • Scott County Schools
  • Smith County School System
  • Pickett County Schools
  • Jackson County Schools
  • Macon County Schools
  • Clay County Schools
  • Sumner County Schools
  • Dyer County Schools
  • Wayne County Schools
  • Bedford County Schools
  • Benton County Schools
  • Alamo City School
  • Polk County Schools
  • Kingsport City Schools
  • Oak Ridge Schools
  • Dayton City School

A complete list of participating districts can be found here.