The city's presentation about new Teacher Preparation Program Reports shows what proportion of training programs' graduates went to work in high-need schools.
City officials said they were "pleasantly surprised" by what they learned from their inaugural effort to analyze data about teachers by the programs that trained them.
Just one in five of the 10,135 recent graduates of teacher preparation programs hired by the city between 2008 and 2012 left the school system within three years. In contrast, about one in three teachers left their jobs nationally during the same period, according to city Department of Education officials.
"New York City is really bucking the trend," Deputy Chancellor David Weiner said today during a press conference to unveil "Teacher Preparation Program Reports" for 12 colleges and universities that together supplied about half of the city's new teachers who came through traditional training pathways.
The reports represent a new frontier in the department's accountability efforts. They analyze the teacher preparation programs' graduates by six characteristics, including how long they stay in the classroom, how often they receive poor evaluations, where they work, and how they have fared on measures of their students' growth.
City officials warned against making strong conclusions about the preparation programs' quality. Next year, after the city implements a new evaluation system, the training programs will be rated by their graduates' scores, they said, but for now, the reports are meant to spur collaboration with local colleges and universities.
David Steiner, Dean of Hunter College's School of Education, answers a question from state Senator John Flanagan, a member of Cuomo's education commission.
For the second summer in a row, the body that's helping Gov. Andrew Cuomo form his education agenda visited New York City. But unlike last year, which drew a crowd and Campbell Brown, Tuesday's meeting happened with little fanfare and much more focus.
It's been a little more than a year since Cuomo assembled the Education Reform Commission, a 25-member body made up of businessmen, government officials, union leaders, researchers, lawmakers and nonprofit executives. The commission was created to recommend wholesale reforms to improve the state's expensive school system.
It's too soon to measure the commission's impact, but the handful of first-year recommendations that Cuomo adopted — the commission recommended 12 — will only affect a small percentage of schools. Cuomo used an allocated $75 million in the budget to create competitive grants, available by design to limited number of districts, to launch longer school days, expand prekindergarten and create schools that offer more nonacademic services to low-income students.
Cuomo also allocated $11 million in stipends for "master teachers," to fulfill another recommendation, which aims to recruit and retain top teachers for in-demand subjects. Cuomo announced that teachers can begin applying for the program this week.
It's unclear what the commission will recommend in its second year, but the possibilities seem more narrow. Last summer's meeting resembled more of a City Council hearing, with 17 speaker testimonies and a public comment period that covered a spectrum of education policies. It was also the place where Campbell Brown first launched her cause célèbre, to make it easier to fire teachers who've acted inappropriately in school.
By contrast, Tuesday's event, held in a dimly lit performance arts theater inside the Borough of Manhattan Community College, featured lengthy PowerPoint presentations from five people who honed in on a few issues.
The high-profile commission charged with overhauling New York's public schools released its first set of recommendations today, endorsing several popular education reform policies but shying away from declaring a position on others. The full report, titled "Putting Students First," is below the jump.
Governor Cuomo, who created the commission, stopped short of endorsing its recommendations, but did express early support for several ideas, including teacher performance pay and the community school model of using schools to offer supports beyond academic preparation.
Other recommendations include expanding pre-kindergarten for students in poor districts, strengthening teacher and principal preparation programs, and extending the school day and year.
The commission did not address some prickly issues, such as teacher evaluation. Chairman Richard Parsons said that was by design, citing a recommendation from State Education Commissioner John King that the commission wait to take up the topic until its next report, scheduled for next fall.
The Department of Education hasn't officially submitted a proposal to train and certify its own teachers, but already the plan has encountered stiff resistance.
Just two days after a top department official floated the idea during testimony at Governor Cuomo's education reform commission, New York City teachers union president Michael Mulgrew said he "strongly opposes" any effort to give the city authority over teacher certification, a process currently reserved almost exclusively for education colleges.
State and city officials contend that handing off certification duties to the education department would help chip away at the long-standing problem of teacher shortage some subjects.
But citing teacher attrition data from the 2006-2007 school year, Mulgrew wrote in a letter to commission Chair Richard Parsons today that if anyone is to blame for the teacher shortages in the school system, it is the education department.
Of the 6940 teachers hired that year, 38.9 percent have left the system, according to data provided by the UFT. That rate increased to 50 percent for teachers of Science, English and English as a Second Language.
"The specific problems of staffing these shortage areas are not a function of poor teacher training in existing institutions, but rather the DOE’s abysmal record of supporting, developing and retaining the teachers it already has," Mulgrew wrote.
The former testing czar at the old Board of Education, Robert Tobias, sometimes offers criticism of the accountability programs being produced these days at Tweed Courthouse. He's also been hatching an accountability system of his own — this one to study the effectiveness of teachers produced by New York University's school of education, where he now works.
Preliminary results suggest that teachers trained at NYU are getting above-average results in English, but they give students no extra boost on math tests, Tobias said last week at the educational research conference Philissa and I attended in San Diego. He also found that NYU-trained elementary-school teachers produced significantly greater results for students than middle-school teachers, and that the teachers get better as they become more experienced. The effect tapers off at between five and nine years into the job, he said.
Tobias's results could provide one clue about what's being found in an ongoing research project about teacher training programs in New York City. So far, that project has found that different programs produced different student results but has not named the programs that had the largest effects.
The results could also be important as alternative teacher training programs like Teach For America increasingly bring into question the need for traditional programs based entirely at universities. "As a dean I want to say I want to steal these three and have them do it at my school," said Rick Ginsberg, who runs the education school at the University of Kansas, referring to the professors working with Tobias. “We’re fighting this battle all the time.”