First Person

When my student was assaulted and traumatized, my school didn’t know what to do. Let’s change that.

The author with students.

Mayor de Blasio recently announced that last year was the safest on record for New York City schools. While I know that teachers like myself are celebrating this milestone, the fact is that when a violent act does occur in our schools, the city’s guidance and support can be worryingly absent.

This became obvious to me when my eighth-grade student Elijah began acting out following a violent attack. With more specific training, I think my colleagues and I could have done better to help him, instead of isolating him, during his time of need.

When I first met Elijah, a precocious and gregarious teenager, he was always eager to share family photos and lively updates on his newest adventures. We joked about subjects ranging from his sister’s ugly sweater party to their trip to Disney.

But one morning Elijah entered my classroom without his trademark smile. It took some time before he explained how his walk home the day before had been so different from my own.

In a case of mistaken identity, a group of teenagers had shoved Elijah and his cousin to the ground and aimed a gun at their backs. Thankfully, Elijah’s emotional intelligence far surpasses his 13 years, and using his characteristic savvy and charm, he de-escalated the situation and the boys let them go.

While Elijah escaped physically unscathed, scars aren’t always physical. The experience of being attacked stayed with him, and despite our best efforts, my colleagues and I had not learned the skills to help him heal. An aura of gloom became Elijah’s new trademark, and he began acting out.

Without the tools to support students struggling with their emotions, teachers routinely sent Elijah to the “stay back” room, bleakly and aptly named for the space where we are forced to send “troublemakers” in order to continue teaching without disruption. A damaging substitute for the mental health aid these students need, the “stay back” room functions like a holding cell in which teachers become guards for students excluded from the classroom.

It was in this room one day that Elijah and his friend argued. The supervising teacher did not have the tools to de-escalate the dispute, which quickly grew physical. Elijah was suspended for 15 days.

My school’s inability to meet Elijah’s needs isn’t due to a lack of empathy, interest, or investment in its students. Our entire staff cares deeply about Elijah, but individual staff members knew few alternatives to address his behavior besides punitive discipline.

This is true not only at my school, but schools across the city. This May, Educators for Excellence surveyed 2,100 city educators on how best to expand non-punitive practices. Fifty-seven percent identified ongoing training and consistent implementation as the most important factors in that work.

Teachers should learn to use “restorative circles,” a dialoguing tool, to create space for students to express themselves in productive ways and foster a sense of community. They should learn to recognize and defuse conflicts and reintegrate students into the school community when a crisis does occur. With more experience with those techniques, I think we could have both better prevented and managed Elijah’s behavior while helping him grow.

New York City has been promoting these practices, and helping some teachers in some schools get that kind of training. But like many initiatives, it is starting small. I hope all of New York City’s teachers get that chance to learn how to best help students like Elijah.

Melissa Dorcemus is a middle school special education teacher in Manhattan and a member of Educators for Excellence-New York.

Leadership

New principal hired for Denver’s storied Manual High School

PHOTO: Melanie Asmar/Chalkbeat
Denver's Manual High School

Manual High School, a storied school in northeast Denver that has struggled academically, finally will have a new principal: Joe Glover, who currently serves as an assistant principal at nearby East High.

Glover will start his new job on Jan. 1, according to a letter from district administrators to Manual students, families, and community members. Glover will take over for an interim principal who is leading the school this fall. The last permanent principal abruptly resigned in March.

This was the second time this year that Denver Public Schools had tried to hire a principal for Manual. Its first attempt ended when the top prospect turned down the job.

Glover was one of two finalists for the position. The other finalist, Douglas Clinkscales, has worked at Manual since 2007 and is currently the assistant principal and athletic director.

Manual serves about 300 students, nearly all of whom are black and Latino and come from low-income families. Though the school’s enrollment is small, its significance is big.

Manual is often held up as one of the most traumatic examples of the district’s strategy of closing low-performing schools and reopening them with a new program in hopes of better outcomes. Manual was closed in 2006 and reopened in 2007. While the school has seen some successes since then, its students have continued to struggle on state tests.

Read Glover’s resume below.

Super Search

Critics see Susana Cordova’s husband’s job as a conflict of interest. Here’s what you need to know.

PHOTO: Melanie Asmar/Chalkbeat
Susana Cordova visits College View Elementary School in 2016.

Since Deputy Superintendent Susana Cordova was named the sole finalist for the Denver school district’s top job last week, critics have zeroed in on one fact in particular: Cordova’s husband is a banker who does business with charter schools.

Charter schools are controversial. They are funded with public money but independently run by nonprofit boards of directors. In Colorado, the majority of charters are authorized by school districts — and Denver Public Schools has the most in the state: 60 of its 213 schools are charters.

Charter schools have played a key role in Denver’s approach to school improvement and have sometimes replaced low-performing district-run schools. Cordova worked in and supervised district-run schools during her time with Denver Public Schools, but community members who don’t like charters have raised concerns about her family connection to charter schools.

Cordova’s husband, Eric Duran, is an investment banker for a nationwide financial company called D.A. Davidson, which has an office in Denver. The company describes Duran as “one of the leading investment bankers in the charter school movement,” and says he’s done deals in Pennsylvania, Utah, Arizona, New Mexico, and Colorado.

The deals Duran has done include one in Denver with a charter school called Monarch Montessori, which serves students in kindergarten through fifth grade in the far northeast part of the city. In 2015, Monarch Montessori issued $8.8 million in bonds to pay for the construction of five new classrooms, space for a gymnasium and assemblies, and an expanded cafeteria.

An offering document on file with the U.S. Securities and Exchange Commission notes that D.A. Davidson was paid an underwriter’s fee of $132,225 as part of the Monarch Montessori deal.

At the time, Cordova held the position of chief schools officer for Denver Public Schools and was responsible for overseeing 165 district-run schools. She did not oversee charter schools or play a role in approving charter schools.

If Cordova is hired as superintendent, D.A. Davidson has said it will not do any business with Denver Public Schools or with any charter schools in Denver during her tenure.

The Monarch Montessori deal was between D.A. Davidson and the charter school’s board of directors; the offering document was signed by one of the school’s founders, who also served as president of its board, and a special education teacher who was on the board.

Denver Public Schools was not involved in the deal. In a statement, the district said it “does not have any financial obligations with the bonds issued by charters,” and district leaders “do not influence the financing decisions by independent charter schools.”

But parents and community members who don’t like charter schools see Duran’s work as evidence that Cordova has personally profited from charter schools, which they argue is a conflict of interest and makes her unfit to be superintendent of the school system. They have raised the issue repeatedly on social media.

Duran’s job was also the subject of a submitted question at a forum Wednesday night related to Cordova’s selection as the sole finalist.

In response, Cordova emphasized that no Denver Public Schools employee — including herself — had anything to do with the 2015 Monarch Montessori deal or with two other deals that other D.A. Davidson bankers have done with Denver charter schools in the past 10 years.

She also said she’s proud of her husband, who grew up poor in Denver, sleeping on the floor of the 800-square-foot apartment he shared with his extended family. After graduating from North High School, she said he got a scholarship to college and went onto a career in finance.

“He’s spent the vast majority of his career working on things like affordable housing, public school finance, hospitals — things that I believe we all believe are important for our communities to be thriving,” said Cordova, who is also a graduate of Denver Public Schools and has worked for the district since 1989. “So I’m incredibly proud of the work he has done.”

Charter school bond deals are actually relatively rare in Denver. The only reason a charter school would issue a bond is if it wanted to build, expand, or repair its own building. But most charter schools in Denver don’t own their own buildings. That’s because the district has been more amenable than most in the entire country to sharing space in its existing buildings with charter schools for a fee, a practice known as co-location.

The Denver school board named Cordova the sole finalist for the superintendent job last week. The board — which governs the entire school district and is separate from charter school boards — is expected to vote Dec. 17 on whether to appoint Cordova to the top job.