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New York

With federal funds lost, city sending trainees to stronger schools

Chancellor Dennis Walcott talks to teachers at M.S. 223 while principal Ramon Gonzalez looks on during a visit last week. M.S. 223 is working with nine teaching residents this year. A program to train and keep new teachers inside some of the city's most struggling schools is expanding to include better-performing schools as well. The New York City Teacher Residency launched last summer at two schools that were receiving federal funds earmarked for overhauling struggling schools. The point of the program, city officials said at the time, was to create a talent pipeline for schools that have trouble attracting teachers. But because the city and its teachers union did not agree on a new teacher evaluation system by a state deadline, the funds were cut off in January. The city is going forward with plans to double the size of the residency program anyway, but instead of sending new residents only to struggling schools, it is also directing them to schools that the city has touted as success stories. And it is picking up the bill out of the Department of Education's regular budget. The department opened the program to stronger schools in order to expose the teachers-in-training to a wider range of "best practices" and mentorship from experienced teachers, officials said. "Think, what would it actually be like if these teachers were trained at a successful school instead of at a failing school?" said Ashley Downs, the special education director at M.S. 223 in the Bronx who is helping to mentor that school's nine residents.
New York

Some city schools look for support to boost teacher leadership

For many of the city's strongest teachers, moving up professionally means moving out of the classroom and on to jobs in school management, consulting, policy, or academia. That was the conclusion of a recent survey from the New Teacher Project on the challenges districts face retaining teachers who have hit their stride. The Department of Education is in the early stages of several experiments to encourage those teachers to stay in schools, offering higher-level professional development and sometimes higher pay. But some school leaders don't want to wait to give their teachers opportunities to improve their leadership practices. Enter the National Academy of Advanced Teacher Education, a fledgling training program for teachers who have already demonstrated strength and commitment to the profession, but want to improve even more. For the past two years they have offered teachers around the country an intensive leadership training workshop tailored to the experiences of classroom instructors. This year, six city teachers joined a cohort of 50 in Chicago, for a two week long summer seminar series. The curriculum is split between teaching skills and leadership skills like public speaking and improvisation, and peppered with business school-style case study reading assignments, according to Deborah Levitsky, the program director. The idea is to help them to think deeper about non-supervisory leadership roles, such as grade-level team leaders and department chairs. The program runs for two years, with a winter weekend-long meetup and at-home reading and writing assignments.
New York

Tech discounts to help state teacher centers offer digital training

Teach for America members aren't the only teachers to start getting digital tools from a technology giant. A new partnership between a statewide network of teacher training centers and Microsoft will give teachers access to discounted computer hardware and software, and help using them. Announced this week, the Tech4Teachers program will flood New York State Teacher Centers with new technology options at lower than market-rates. There are 250 center sites in New York City and 130 more throughout the state, offering in-person and virtual assistance to public and private school teachers. Microsoft's assistance comes at a time when state budget cuts have constrained resources at the teacher centers, which provide professional support in the form of online and face-to-face training to teachers across the state. The centers were cut from last year's state budget, but this year the Assembly budgeted $20.5 million for them, approximately half of what the centers have been funded for in the past, according to Gail Moon, the state's acting teacher centers program director. Though the centers receive support from the state's teachers union and some local unions, including the United Federation of Teachers, they primarily rely on the state for funding. The partnership with Microsoft may alleviate some of the financial stress on teacher centers, staff members said, adding that the stress is particularly sharp now that the centers are  tasked with helping teachers and networks understand new instructional standards and integrate technology in their classroom. "The way we're looking at doing that is using technology by offering more webinars, electronic video conferencing capabilities, more professional development to more people, and then reducing the cost," said Stan Silverman, co-chair of the centers' technology committee. Silverman said he will also use the program to show state legislators that teachers centers need more resources.
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