News & Notesoct2010.Indd

Total Page:16

File Type:pdf, Size:1020Kb

News & Notesoct2010.Indd Issue October 2010 SAANYS – Your voice, your source, your association Vol. XXXIX No. 7 Highlights The Teacher and Principal SAANYS Announces Executive Viewpoint Evaluation Law – New Mentor/Coach Program News Round Up What You Need to Know 2 To say that there is an abundance of – discussion and speculation about the new Teacher and Principal Evaluation Law (3012-c) is an understatement. Despite Annual Conference the fact that it will be spring before the State Education Department (SED) is expected to introduce 3 the regulations for the actual implementation of the law, educators want to know now what to expect and how to plan. – In response, SAANYS has developed the enclosed “What You Need to Know” brochure regarding the law. The brochure Board of Regents provides an overview of the law and important things that L to R (back row): Dave Rausch, Mike Robinson, Jim Collins, Chris Barry, Jim Cannon, Meeting Highlights members need to consider, including the effects of the law Geoff Grace, Jim Dillon, Gwen McKinnon, Marie Cianca, Jo Ellen Gibbons, and and impending regulations on contract negotiations. John Voerg. L to R (front row): Kate Sharpe (OPC Trainer), Frank Galizia (OPC Trainer), Mark Turner, 4 Members are urged to frequently visit the new page at Bonnie Tryon, and Mike Dawkins. saanys.org dedicated to 3012-c. There, members will find an – exhaustive guidance document from SAANYS’ director of SAANYS has a highly successful, multifaceted Professional government relations, updates from SED as they are released, Development On Demand Program that supports members’ Legal Update: and other resources as the regulations are developed. Find professional growth and development. From this work, this information by visiting the Members Only area at it became apparent that not all members had access to Fighting for Members’ saanys.org and watch for more from SAANYS on this issue. mentor/coaching programs in their districts, and across the Rights... and Winning! state, only some BOCES and large schools provided formal, research-based programs for their school leaders. As such, Contract Settlements October is National a gap existed. In addition, often times school leaders found themselves working with teacher mentors without having 5 Principals Month experienced the benefits of ever having a mentor/coach themselves. – To recognize the essential role that principals play in The SAANYS Mentor/Coach Program: The Roots of preparing today’s students for the challenges of tomorrow, Hence, “ Success the National Association of Secondary School Principals and ,” has been developed to fill a gap that has existed too Professional the National Association of Elementary School Principals long – the opportunity to grow from having a mentor/coach. Development Workshops have declared October 2010 as National Principals Month. Pictured above, are the 15 recently trained SAANYS mentors/ Principals are among the hardest working, yet often least coaches that will be working with mentees from New York 6 recognized individuals in education. Principals set the schools. The mentors have been trained by experts from the academic tone for their schools, and it is their vision, Ontario Principals’ Council and its internationally acclaimed – dedication, and determination that provide the mobilizing MentoringCoaching Program. The SAANYS Mentor/Coach Program is for all school administrators who feel that they force behind any school reform effort. National Principals Recycle Your Resources Month seeks to honor these unsung heroes for their tireless would benefit from the knowledge and guidance of someone who has successfully “been there, done that.” efforts in pursuit of excellence in education. 7 In tandem with the NASSP and NAESP declaration, the US If you are interested in learning more about the SAANYS Senate has passed S. Res. 607, a resolution introduced by Mentor/Coach Program, call Jim Collins at (518) 782-0600 – Sen. Byron Dorgan (D-SD) that honors principals for their and watch more details coming soon. contributions to student success and marks the month of October 2010 as National Principals Month. SAANYS 39th Annual Conference – Register online NOW! SAANYS 39th Annual Conference November 7-8, 2010 Keynote Speakers Alan November SPONSORED BY VIRCO Allyson Knox, Microsoft Commissioner David Steiner Periodicals Postage Paid SAANYS Welcomes More New Units: Byram Hills Administrators Association, Region 4 – 20 members Mayfield Administrators Association, Region 6 – 4 members Plainedge Administrators Association, Region 2 – 14 members www.saanys.org (518) 782-0600 October 2010 others engaged in technical environment and will work. Moreover, anyone take questions directly 2 engaged in collective from the audience. Executive Viewpoint bargaining on behalf of their Workshop sessions Kevin S. Casey, Executive Director unit should be familiar with will cover a variety of this law, as it defers to the technology related issues, School Administrators negotiating process several curriculum development, Association of New York State aspects of the evaluation, assessments, and common Ongoing Support improvement plans, and the core standards. I urge you Vol. XXXIX No. VI appeals process. to join us at the conference SAANYS News & Notes for All Our Members to help yourself stay It is becoming clear that (USPS 025-346) is published current. monthly with the exception of June, education as a whole is July, and August, by the School undergoing a transformation. Additionally, SAANYS has Administrators Association of New In this edition of News impacts any administrator Just consider the adoption of developed a New York State, 8 Airport Park Blvd., & Notes we include an who evaluates teachers, common core standards, the Principals Institute to Latham, NY 12110. insert that provides a specifically requiring development of assessments assist new principals as Phone: 518-782-0600 summary of the Teacher evaluators, regardless of linked thereto, teacher prep they grow into their new Fax: 518-782-9552 and Principal Evaluation title, to undergo evaluation programs becoming more roles. Separate and apart, SAANYS is chartered as a Law, as well as directions training. I also expect that clinical in nature, the rise of we’ve announced a professional association by the New to access a page on the evaluators will be involved York State Education Department charter schools and merit mentoring/coaching Members Only section of in the appeals of those who and is affiliated with NASSP and pay systems, along with the program designed to NAESP. our website where more have been evaluated, and teacher/principal evaluation provide professional detailed information will need to be prepared to A copy of each issue of News & Notes law. SAANYS realizes it is support (see page 1), shall be sent to each SAANYS member. regarding the law resides. defend those evaluations. essential for us to develop regardless of title or $7.15 of each member’s annual dues This page will be regularly shall be for a year’s subscription to this The involvement of our supports for our members, years of service, and will publication. updated as the work of members does not end and equally essential for our continue to present free the statewide advisory Periodicals Postage Paid Latham, NY and there. There are proponents members to avail themselves anti-bullying programs additional post offices. committee advances, and of (to the extent possible) of those supports. around the state. We are POSTMASTER: Send address changes to implementing regulations extending negotiated working hard to provide News & Notes, SAANYS, are promulgated. There Keeping pace with 8 Airport Park Blvd., Latham, NY 12110. evaluation systems to all forums and content that are appropriate subject developing changes has members of a bargaining is helpful to you, while links, and both negotiating never been more unit, regardless of title, so being very mindful that SAANYS Officers & Staff suggestions and model challenging. We have as to avoid having multiple much of the benefit President, Peter Kruszynski* evaluation systems will be designed our annual evaluation systems for derived from this type of Lancaster CSD posted as the regulatory conference (November 7-8) administrators in the same programming comes from President-Elect, Fred Kirsch* details evolve. to be supportive in this bargaining unit. There will the interchange among Past President, Bonnie Tryon* regard. In addition to a I think it would be a be greater reliance on the colleagues. Please join us Executive Director keynote by Alan November, mistake to think that timeliness and sophistica- in helping each other grow. Kevin S. Casey Commissioner Steiner will among our members, this tion of our data systems, I hope to see you in Deputy Executive Director present an overview of law impacts only thereby impacting some of November. Don Nickson a changing educational Associate Executive Director principals. It directly our BOCES members and for Communications Michelle B. Hebert Coordinator of Publications Terry L. Schell Director of Corporate Services/ Advertising News Round Up Deborah Taylor Board of Directors Region 1 Jose Suarez, Jr. High-Need Schools Get a Boost Vincent Veglia The New York State Education Department is one of 62 Matthew Springer, executive director of the National Center Region 2 applicants to be awarded a portion of the Teacher Incentive on Performance Incentives. “These findings should raise the TBD Mark Barth Fund (TIF) grant competition from the US Department of level of the debate
Recommended publications
  • Beyond the Basics Achieving a Liberal Education for All Children
    Beyond the Basics Achieving a Liberal Education for All Children Edited, and with an introduction and conclusion by Chester E. Finn, Jr., and Diane Ravitch Beyond the Basics Achieving a Liberal Education for All Children Beyond the Basics Achieving a Liberal Education for All Children Edited, and with an introduction and conclusion, by Chester E. Finn, Jr., and Diane Ravitch Published July 2007 by the Thomas B. Fordham Institute The Thomas B. Fordham Institute is a nonprofit organization that conducts research, issues publications, and directs action projects in elementary/secondary education reform at the national level and in Ohio, with special emphasis on our hometown of Dayton. It is affiliated with the Thomas B. Fordham Foundation. Further information can be found at www.edexcellence.net/institute or by writing to the Institute at: 1701 K Street, NW Suite 1000 Washington, DC 20006 This publication is available in full on the Institute’s web site; additional copies can be ordered at www.edexcellence.net/institute/publication/order.cfm. TABLE OF CONTENTS INTRODUCTION • Why Liberal Learning. 1 Chester E. Finn, Jr., and Diane Ravitch PART I LIBERAL LEARNING: ITS VALUE AND FUTURE • Pleasure, Beauty, and Wonder: The Role of the Arts in Liberal Education. 11 Dana Gioia • What Do They Know of Reading Who Only Reading Know?: Bringing Liberal Arts into the Wasteland of the “Literacy Block” . 17 E.D. Hirsch, Jr. • W(h)ither Liberal Education?: A Modest Defense of Humanistic Schooling in the Twenty-first Century. 25 David J. Ferrero PART II RESTORING LIBERAL ARTS TO THE K-12 CURRICULUM • Testing, Learning, and Teaching: The Effects of Test-based Accountability on Student Achievement and Instructional Time in Core Academic Subjects.
    [Show full text]
  • BROWN-DISSERTATION.Pdf (1.515Mb)
    Copyright by Amy E. Brown 2011 The Dissertation Committee for Amy Elizabeth Brown Certifies that this is the approved version of the following dissertation: Strings Attached: Performance and Privatization in an Urban Public School Committee: Douglas E. Foley, Supervisor Edmund T. Gordon João Costa Vargas Keffrelyn Brown Nadine Bryce Strings Attached: Performance and Privatization in an Urban Public School by Amy Elizabeth Brown, B.A., M.S.T. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2011 Dedication To the Brooklyn public school students, parents and teachers who showed me how to be curious enough to pursue difficult questions, and brave enough to engage the answers. Acknowledgments This dissertation would not have been possible without ongoing support from family members, friends, and teachers, in and outside of LSA. I thank my immediate family, David, Laura and Sarah Brown, as well as my Bubby, Sarah Shumofsky for consistently lending spiritual and physical nourishment, support and encouragement through this journey. Thanks to Frank Alagna and John Meehan for providing me with an incredible Rhinebeck writer’s retreat, where I gained motivation and mental space to see this project through. Although I use pseudonyms for LSA staff, students and families and cannot name them here, they were an invaluable source of friendship and support. I thank my “chosen” family
    [Show full text]
  • College and Career Readiness in Context
    COLLEGE AND CAREER READINESS IN CONTEXT Leslie Santee Siskin Steinhardt School of Culture, Education, & Human Development, New York University October 8th, 2013 COLLEGE AND CAREER READINESS IN CONTEXT Leslie Santee Siskin Steinhardt School of Culture, Education, & Human Development, New York University Introduction Three years ago the Board of Regents launched an educational sea change in New York State. The goal of the Regents is very straightforward: all students should graduate from high school with the skills and knowledge necessary to succeed in college and careers. –New York State Education Commissioner John King, in News and Notes, March 2013 The shift in education reform to a goal of college and career readiness for all students is indeed, as Commissioner King describes it, a sea change that has been embraced widely across the country. It has been taken up by the White House; U.S. Secretary of Education Arne Duncan proclaimed President Obama’s new mission for schools “to ready students for career and college—and without the need for remediation” (2010 Address to College Board). It has echoed across district offices, including the New York City Department of Education (NYC DoE), which laid out this new vision as early as 2004 and where Chancellor Dennis Walcott has called for a new standard: “no longer a high school diploma, but career and college readiness.” It is even written on the subway walls, in English and Spanish as NYC DoE ads proclaim: “We’re not satisfied just teaching your children basic skills. We want them prepared for college and a career.” It has penetrated public opinion, even before the subway ads; the intent to go to college is now almost universal among entering high school students and their families.
    [Show full text]
  • Beyond the Basics Achieving a Liberal Education for All Children
    Beyond the Basics Achieving a Liberal Education for All Children Edited, and with an introduction and conclusion by Chester E. Finn, Jr., and Diane Ravitch Beyond the Basics Achieving a Liberal Education for All Children Beyond the Basics Achieving a Liberal Education for All Children Edited, and with an introduction and conclusion, by Chester E. Finn, Jr., and Diane Ravitch Published July 2007 by the Thomas B. Fordham Institute The Thomas B. Fordham Institute is a nonprofit organization that conducts research, issues publications, and directs action projects in elementary/secondary education reform at the national level and in Ohio, with special emphasis on our hometown of Dayton. It is affiliated with the Thomas B. Fordham Foundation. Further information can be found at www.edexcellence.net/institute or by writing to the Institute at: 1701 K Street, NW Suite 1000 Washington, DC 20006 This publication is available in full on the Institute’s web site; additional copies can be ordered at www.edexcellence.net/institute/publication/order.cfm. TABLE OF CONTENTS INTRODUCTION • Why Liberal Learning. 1 Chester E. Finn, Jr., and Diane Ravitch PART I LIBERAL LEARNING: ITS VALUE AND FUTURE • Pleasure, Beauty, and Wonder: The Role of the Arts in Liberal Education. 11 Dana Gioia • What Do They Know of Reading Who Only Reading Know?: Bringing Liberal Arts into the Wasteland of the “Literacy Block” . 17 E.D. Hirsch, Jr. • W(h)ither Liberal Education?: A Modest Defense of Humanistic Schooling in the Twenty-first Century. 25 David J. Ferrero PART II RESTORING LIBERAL ARTS TO THE K-12 CURRICULUM • Testing, Learning, and Teaching: The Effects of Test-based Accountability on Student Achievement and Instructional Time in Core Academic Subjects.
    [Show full text]
  • To Download .Pdf
    A BACKGROUND PAPER FOR THE HOOVER EDUCATION SUCCESS INITIATIVE The Future of School Accountability DAVID STEINER AND ALANNA BJORKLUND-YOUNG Try to think of an education policy that 1) has been shown, in dozens of studies across multiple decades, to positively affect student outcomes, 2) has the overwhelming support of parents and voters, 3) reinforces many other policies and facilitates quality research, and 4) has been used widely at the district, state, and national levels for decades or more. You might be thinking that such a policy doesn’t exist, and if it did, we’d surely want to keep it around. But the truth is precisely the opposite. Such a policy does exist—it’s called school accountability—yet the powers that be seem increasingly ready to throw it out and leave education to the whims of the all-but-unregulated free market. —Morgan S. Polikoff, “Is Test-Based Accountability Dead?”1 The preponderance of evidence suggests positive effects of the accountability movement Initiative Success Education Hoover in the United States during the 1990s and early 2000s on student achievement, especially in math. —Susanna Loeb and David Figlio, “School Accountability”2 With test-based accountability, distant officials have imposed their preferences on the rest of us. In addition, studies such as the ongoing research of David Grissmer and colleagues indicate that long-term achievement in math and reading depends on a broader education that includes the type of general knowledge conveyed by history, science, art, and music. —Jay P. Greene, “Futile Accountability Systems Should Be Abandoned”3 What Is School Accountability? From 30,000 feet, the definition of school accountability in American –K 12 education is relatively clear: it is “the process of evaluating school performance on the basis of student performance measures.”4 But descend a bit and agreement comes to an end.
    [Show full text]
  • A Community Affair: Effectuating Meaningful Community Involvement in New York School Governance
    A COMMUNITY AFFAIR: EFFECTUATING MEANINGFUL COMMUNITY INVOLVEMENT IN NEW YORK SCHOOL GOVERNANCE Michael H. Meidinger* Abstract: In 2009, the New York Legislature imposed more stringent re- quirements on the State’s Department of Education when it amended sec- tion 2590-h of article 52-A of the Education Law. Now, as a precondition to closing or significantly changing the use of a school, the Chancellor, who heads the Department of Education, must prepare an impact statement detailing the ramifications of the proposal on students and the commu- nity. The Chancellor is also required to hold a joint public hearing where affected community members can present comments or concerns. In 2010, community members affected by proposed school closures in New York City successfully challenged the Department of Education’s compli- ance with section 2590-h. Although the appellate court affirmed the deci- sion, it left the applicable standard of review a question. This Comment argues that section 2590-h calls for meaningful community involvement and the court should therefore apply a strict standard in reviewing the Department of Education’s compliance. Introduction Go into our neighborhoods, talk to us. —Devonte Escoffery1 In December 2009, the New York City Department of Education (DOE) announced a plan to close or significantly change the use of twenty schools because it determined they were failing.2 In response, * Staff Writer, Boston College Third World Law Journal (2010–2011). 1 Dana Chivvis, Champion Debate Team Rejects City’s Verdict, AOL News ( June 22, 2010), http://www.aolnews.com/brooklyn-school/article/champion-debate-team-rejects-citys-verdict/ 19522422.
    [Show full text]
  • Portfolio School Districts Project
    Portfolio School Districts Project Better Schools Through Better Politics: The Human Side of Portfolio School District Reform A Working Paper Series by Sam Sperry, with Kirsten Vital and Cristina Sepe Introduction by Paul Hill March 2012 425 Pontius, Suite 410 Seattle, Washington 98109 T: 206.685.2214 F: 206.221.7402 www.crpe.org THE PORTFOLIO SCHOOL DISTRICTS PROJECT Portfolio management is an emerging strategy in public education, one in which school districts manage a portfolio of diverse schools that are provided in many ways—including through traditional district operation, charter operators, and nonprofit organizations—and hold all schools accountable for performance. In 2009, the Center on Reinventing Public Education (CRPE) launched the Portfolio School Districts Project to help state and local leaders understand practical issues related to the design and implementation of the portfolio school district strategy, and to support portfolio school districts in learning from one another. A Different Vision of the School District Traditional School Districts Portfolio School Districts Schools as permanent investments Schools as contingent on performance “One best system” of schooling Differentiated system of schools Government as sole provider Diverse groups provide schools Analysis of Portfolio District Practices To understand how these broad ideas play out in practice, CRPE is studying an array of districts (Chicago, Denver, Hartford, New Orleans, New York City, and Washington, D.C.) that are implementing the portfolio strategy. The on-going analysis looks at what these districts are doing on important fronts, including how they attract and retain talent, support school improvement, manage accountability, and re-balance their portfolios by opening and closing schools when needed.
    [Show full text]
  • Two Historians Examine Reforms in Education Schools and the Emergence of Alternative Routes to Teaching James W
    September 2018 Three Turbulent Decades in the Preparation of American Teachers: Two Historians Examine Reforms in Education Schools and the Emergence of Alternative Routes to Teaching James W. Fraser and Lauren Lefty, New York University Introduction Until recently, the university-based school of education provided the usual path to becoming a public school teacher in the United States. Today, however, almost a third of new teachers enter the classroom through alternative means, whether it be through a school-district-based residency, an online degree, a for-profit certificate program, or a hybrid such as a charter-school-based apprenticeship. To put this in perspective: when A Nation at Risk appeared in 1983, only eight states offered alternative certification, affecting merely 0.06% of teachers nationwide. In 2016, alternative certification laws existed in forty-seven states, and somewhere between 20% and 40% of American teachers entered the profession through nontraditional routes. In places such as Texas, that number was much higher, hovering around 60%. These less-traditional and sometimes confusing options have diversified what had been a unified landscape of university-based professional preparation, leading former Columbia Teachers College President Arthur Levine to describe the field as “something akin to the disorder of the Wild West.” Unfortunately, advocates of specific approaches have developed the majority of research on the issue. University faculty have written research-based studies, most of which seem to conclude that the university is the proper home for teacher preparation and that the rise of alternative routes is a mostly negative development. Similarly, advocates for alternative approaches claim that education schools are hopelessly stuck and unlikely to reform, and that alternative routes represent the optimal way to prepare new teachers for twenty-first-century classrooms.
    [Show full text]
  • New York State Letter of Support Race to the Top
    New York State Letter of Support Race to the Top # CATEGORY AFFLIATION NAME TITLE Governor's State of New York Executive 1 Office Chamber David A. Paterson Governor Business Rochester Regional 2 Leaders First Niagra Patrick C. Burke President Business Vice President, Global 3 Leaders IBM Robin Willner Community Initiatives Business Market President, 4 Leaders Key Bank James F. Carriero Rochester Senior Vice President & Business Lockheed Martin Chief Technology 5 Leaders Corporation Dr. Ray O. Johnson Officer Business President and Chief 6 Leaders Rochester Business Alliance Sandra A. Parker Executive Officer President Senior VP Manufacturing, Corning Inc. Manager, Diversity Emily Stover DeRocco Recruiting and Business Donald A.McCabe Technical Talent 7 Leaders The Manufacturing Institute MarkVaughn Pipelining, Corning Inc. Business The Partnership for New 8 Leaders York City Katherine Wylde President and CEO Business Wegmans Food Markets, 9 Leaders Inc. Danny Wegman Chairman and CEO 10 CBO Alianza Dominicana, Inc. Moisés Pérez President and CEO Bedford Stuyvesant 11 CBO Restoration Colvin W. Grannum President and CEO 12 CBO Good Shepherd Services Sister Paulette LoMonaco Executive Director Neighborhood Family Sierra Stoneman-Bell Co-Director 13 CBO Services Coalition Michelle Yanche Facilitator 14 CBO The Children’s Aid Society Richard R. Buery, Jr. President and CEO United Way of Buffalo and 15 CBO Erie County Nicole C. Bycina Director of Education Charter School 16 Providers ACHIEVEMENT FIRST Dacia Toll President and Co-CEO Charter School 17 Providers Brighter Choice Foundation Chris Bender Executive Director Charter School 18 Providers Explore Charter School Morty Ballen CEO Charter School Co-Founder and 19 Providers KIPP New York City David Levin Superintendent Charter School MATCH Charter Public Alan P.G.
    [Show full text]
  • The Case for Educational Pluralism in the U.S. | Manhattan Institute
    REPORT | July 2019 THE CASE FOR EDUCATIONAL PLURALISM IN THE U.S. Ashley Rogers Berner Johns Hopkins University The Case for Educational Pluralism in the U.S. About the Author Ashley Berner is deputy director of the Johns Hopkins Institute for Education Policy and associate professor of education. She served previously as deputy director of the CUNY Institute for Education Policy and codirector of the education program at the Institute for Advanced Studies in Culture, University of Virginia. Berner is the author of Pluralism and American Public Education: No One Way to School (2017), and has published articles, book chapters, and op-eds on citizenship formation, academic outcomes, and teacher preparation. She has taught in a Jewish preschool, an Episcopal secondary school, and an open university in Louisiana. Berner serves as a gubernatorial appointee to the Maryland Education Development Consortium; senior adviser at 50CAN; and senior fellow at Cardus, a Canadian think tank. Berner holds degrees from Davidson College (A.B.) and from Oxford University (M.Litt. and D.Phil. in modern history). 2 Contents Executive Summary ..................................................................4 Introduction ..............................................................................5 What Is Educational Pluralism? .................................................5 Navigating Obstacles to Educational Pluralism in the U.S. ..........7 Research on Educational Pluralism ...........................................9 Accountability in Pluralist Systems
    [Show full text]
  • The Emergence of Relay Graduate School
    52 TheIssues Emergence in Teacher of Education,Relay Graduate Spring School 2019 The Emergence of Relay Graduate School Angus Shiva Mungal The University of Texas at El Paso Introduction This article traces the political, historical, and ideological roots of the Relay Graduate School of Education.1 Relay represents a more current iteration of alternative teacher preparation programs and emerged from the earlier partnerships between education schools and independent al- ternative programs (Mungal, 2012). In the past 40 years there has been an increase in modern2 alternative teacher preparation programs origi- nating from outside the university setting. These programs have become major producers of teacher candidates, attracting a significant number of teaching candidates who enter into the teaching profession and bypass university-based education schools. This article informs the field of teacher preparation on the emerging phenomenon of Relay Graduate School of Education. Unaffiliated with university-based education schools, Relay bypasses education schools and is allowed to confer a Masters of Arts in Teaching (M.A.T.) through state organizations such as the New York State Board of Regents and other equivalent state agencies. There is very limited research on Relay Angus Shiva Mungal is an assistant professor in the Department of Educational Leadership and Foundations in the College of Education at The University of Texas at El Paso, El Paso, Texas. His email address is: [email protected] © 2010 by Caddo Gap Press Issues in Teacher Education Angus Shiva Mungal 53 and its growing influence in teacher preparation and education. Notably, Relay has expanded to 10 states and one district within six years with more planned (Relay Graduate School of Education, 2016a).
    [Show full text]
  • The Impact of Mayoral Control on Community Participation in Schools
    2012 YOUR SCHOOLS, YOURThe Impact of Mayoral Control on VOICECommunity Participation in Schools A report by Teachers Unite & the Community Development Project at the Urban Justice Center ABOUT THE AUTHORS Teachers Unite is an independent membership organization of public school educators supporting collaboration between parents, youth and educators fighting for social justice. Teachers Unite organizes teachers around human rights issues that impact New York City public school communities and offers collaborative leadership training for educators, parents, and youth. We believe that schools can only be transformed when educators work with and learn from parents and youth to achieve social and economic justice. The Community Development Project (CDP) at the Urban Justice Center strengthens the impact of grassroots organizations in New York City’s low-income and other excluded communities. We partner with community organizations to win legal cases, publish community- driven research reports, assist with the formation of new organizations and cooperatives, and provide technical and transactional assistance in support of their work towards social justice. ACKNOWLEDGEMENTS Teachers Unite is very grateful to the following people for their help with the development of this report: Caitlin McLaughlin, Chris Westcott, Joanna Roberts, Natalie Havlin, and Rachel Garver. Very special thanks to Lisa Donlan for her invaluable contributions in so many ways, to Megan Grove, Alexa Kasdan and Lindsay Cattell from the Community Development Project at the Urban Justice Center for research and writing support, and to Shafaq Islam from the Community Development Project at the Urban Justice Center for copy editing. We also thank the many dedicated teachers who helped us collect surveys from across the city.
    [Show full text]