merit pay

Annual awards fete math, science teachers at array of schools

At a time when the Obama administration is rewarding efforts to improve math and science instruction, seven city math and science teachers are being lauded for the work they already do.

For the third straight year, the Fund for the City of New York and the Alfred P. Sloan Foundation are giving city teachers awards for excellence in teaching science and mathematics. The teachers will receive their prizes — $5,000 each — at an award ceremony tonight and their schools will celebrate the awards, and the $2,500 that their math and science programs receive, at a series of assemblies tomorrow.

The teachers were nominated by students, parents, colleagues, and administrators and then selected by a committee made up of representatives from local science museums and universities, based on their students’ achievement, their involvement in extracurricular activities, and their efforts to promote math and science inside and outside the classroom. The recipients’ high schools range from the city’s highest-performing to some of the weakest, including one that the city is trying to turn around using federal funding.

Here are this year’s recipients, along with a highlight about each that we pulled from longer biographies compiled by the Sloan Awards:

Teacher: Kate Belin
School: Fannie Lou Hamer Freedom High School
Subject: Geometry, Functions
Why her school thinks she’s great: Belin makes math relevant and interesting for students at Fannie Lou Hamer, where 90 percent of entering freshman are below grade level in math or English, by connecting math to the world outside the classroom.


Teacher:
Marissa Bellino
School: High School for Environmental Studies
Subject: Environment Seminar, Global Environment, Environmental Science Research
Why her school thinks she’s great: Bellino has stretched the already strong science program at the High School for Environmental Studies by facilitating a revamp of her school’s science facility and arranging trips for her students to visit Japan to discuss cutting carbon emissions.


Teacher: Jim Cocoros
School: Stuyvesant High School
Subject: Honors Pre-Calculus, Calculus BC, Math Team
Why his school thinks he’s great: The sole male recipient this year, Cocoros is known as a dedicated teacher who makes every effort to tailor instruction to students’ needs and goals.


Teacher:
Margaret DeSimone
School: Midwood High School
Subject: Living Environment (and Lab), Anatomy and Physiology
Why her school thinks she’s great: DeSimone’s former students and colleagues say that she is a master at being able to reach all of her students and converting even the most uninterested students to engage with science.


Teacher:
Maria Cheryl Diangco
School: Sheepshead Bay High School
Subject: AP Biology, Science Research
Why her school thinks she’s great: Diangco has helped create a reinvigorated science program at Sheepshead Bay, which began undergoing federally funded “restart” this year, and she developed a science research program at the school.


Teacher:
Alia Jackson
School: Curtis High School
Subject:Physics (including IB Physics), Earth Science
Why her school thinks she’s great: Jackson has infused her physics course with fun trips (to Six Flags) and fun projects (rubber band-powered cars, water-powered rockets), and she’s gotten some fun outcomes: Her students have a near-perfect pass rate on the Physics Regents.

Teacher: Eliza Kuberska
School: Hunter College High School
Subject: Algebra II/Geometry, AP Statistics, Problem Solving
Why her school thinks she’s great: Even in a school with a 99 percent graduation rate, where many graduates go on to Ivy League colleges, Kuberska manages to challenge her students with complex problem sets and to pique their intellectual curiosity.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.