In residence

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.

Chancellor Dennis Walcott visited M.S. 223 on the day before school started last week, telling teachers, “I think this is a tremendous school. You’ve had major accomplishments.” Two other schools newly receiving residents, Frederick Douglass Academy VII and Bushwick School for Social Justice, have also won accolades: FDA VII was honored for its success in helping to close the racial achievement gap for boys, and BSSJ is one of three schools on the campus Mayor Bloomberg visited last year to tout an increase in the city’s graduation rate.

The city did not abandon struggling schools. One school that now has teaching residents, J.H.S. 22 in the Bronx, also participated in the program last year. And some of this year’s crop of 56 new residents are assigned to two other schools that also received the federal funds, known as School Improvement Grants. They are Angelo Patri Middle School and Bread and Roses Integrated Arts High School.

Residency programs have been on the rise in New York City and across the country, as education officials increasingly view them as an expensive but effective way to prepare new teachers for challenging classrooms. They are seen as a more rigorous approach than that offered by alternative certification programs such as Teach for America and the city’s Teaching Fellows, which put new teachers in charge of classrooms after just a few weeks of training.

The residents work as teaching assistants for one year while pursuing masters degrees in education at St. John’s University, earning a salary of $22,500 and health benefits. They must commit to working in city schools for four years after completing the program.

Last year, the department used SIG funds to help foot the residency program’s steep bill: $1.3 million, or $50,000 for each of the 22 residents. In addition to paying residents’ salaries, the department pays mentor teachers $3,000 for each resident she supports, employs a program director, and subsidizes participants’ graduate school tuition.

This year, the Department of Education is shouldering the program’s increased cost centrally, according to Erin Hughes, a spokeswoman.

Downs said both the residents and the South Bronx middle school stand to benefit from the partnership. That’s because the residents will be learning from teachers with a track record of success, and M.S. 223 will have extra hands on deck, she said. Plus, she said, when the school looks to fill positions next year, some possible candidates will already be versed in M.S. 223’s culture.

M.S. 223 is expanding to include high school grades and agreed to take on residents under the condition that they could apply for jobs when the school adds a ninth grade in 2013.

Downs said she is already seeing differences between the residency program and other teacher training programs. For one, she said, the residents arrived before the start of the school year, so they got to watch experienced teachers set up their classrooms and take part in curriculum planning.

“If you walk in for the first time in October and the class is already running smoothly and the teacher’s just teaching the material, it seems like magic,” Downs said. “You don’t realize all the things that the teacher had to do to get the classroom to that point.”

Finding a home

Denver school board permanently co-locates charter elementary in middle school building

Students and staffers at Rocky Mountain Prep's first charter school in Denver cheer in 2012. (Photo by The Denver Post)

A Denver elementary charter school that was temporarily granted space in a shuttering district-run middle school building will now be housed there permanently.

The school board voted Thursday to permanently place Rocky Mountain Prep Southwest charter school in the Kepner Middle School building, where it is sharing space this year with three other school programs. Such co-locations can be controversial but have become more common in a district with skyrocketing real estate prices and ambitious school quality goals.

Rocky Mountain Prep Southwest is part of a homegrown charter network that has shown promising academic results. The network also has a school in Aurora and is expected to open a third Denver school next year in the northwest part of the city.

Rocky Mountain Prep Southwest was first placed at Kepner for the 2015-16 school year. The placement was supposed to be temporary. The district had decided the year before to phase out low-performing Kepner and replace it a new district-run middle school, Kepner Beacon, and a new charter middle school, STRIVE Prep Kepner, which is part of a larger network. The district also temporarily placed a third charter school there: Compass Academy.

Compass has since moved out of Kepner but the other four schools remain: Rocky Mountain Prep Southwest, Kepner Beacon, STRIVE Prep Kepner and the Kepner Legacy Middle School, which is on track to be completely phased out and closed by June 2019.

In a written recommendation to the school board, district officials acknowledged that permanently placing Rocky Mountain Prep Southwest at Kepner would create a space crunch.

The Kepner campus has the capacity to serve between 1,100 and 1,500 students, the recommendation says. Once all three schools reach full size, officials expect the schools will enroll a total of approximately 1,250 students. Rocky Mountain Prep Southwest currently serves students in preschool through third grade with a plan to add more grades.

“DPS facilities staff are currently working with all three schools to create a long‐term vision for the campus, including facility improvements that ensure all three schools have what they need to continue to excel,” says the recommendation from Chief Operating Officer David Suppes and Director of Operations and Support Services Liz Mendez.

District staff tried to find an alternate location for Rocky Mountain Prep Southwest but were unsuccessful, the recommendation says. The district does not have many available buildings, and competition for them among district-run and charter schools can be fierce. In northeast Denver, seven secondary schools are currently vying for the use of a shuttered elementary.

Future of Schools

Indianapolis needs tech workers. IPS hopes that George Washington will help fill that gap.

PHOTO: Dylan Peers McCoy

Indiana companies are looking for workers with computer expertise, and Indianapolis Public Schools leaders want their students to fill that gap.

Next year, George Washington High School will launch a specialized information technology academy designed to give students the skills to pursue careers in IT — and the exposure to know what jobs even exist.

“Half of what kids aspire to be is either someone they know does it or they’ve seen it on TV,” said Karen Jung, president of Nextech, a nonprofit that works to increase computer science preparation in K-12 schools. Nextech is partnering with IPS to develop the new IT program at George Washington.

For teens who don’t know anyone working in computer science, meeting role models is essential, Jung said. When teens see women of color or artists working in computer sciences, they realize there are opportunities for people like them.

“Once we put them in front of and inside of workplaces … it clicks,” Jung said. They believe “they would belong.”

The IT program is one of three academies that will open in George Washington next year as part of a broad plan to close nearly half of the district’s high schools and add specialized focus areas at the four remaining campuses. In addition to the IT academy, George Washington will have programs in: advanced manufacturing, engineering, and logistics; and business and finance.

The district is also moving to a model without neighborhood high schools. Students will be expected to choose high schools based on focus area rather than location. This year, many current high schoolers were required to reapply in an effort to make sure they enroll in academies that fit their interests.

The district will host a showcase of schools to help parents and students with their selections. The showcase runs from 10 a.m. to 2 p.m. Saturday at the Indiana State Museum.

Stan Law, principal of Arlington High School now, will take over George Washington next year. (Arlington will close at the end of this year.) He said the new academies offer an opportunity for students to see what they need to master — from soft skills to knowledge — to get good jobs when they graduate.

“I want kids to really make the connection of the purpose of high school,” Law said. “It is that foundation for the rest of your life, in terms of the quality of life that you are going to live.”

PHOTO: Dylan Peers McCoy
Stan Law

When the IT academy launches next year, students who select the program will be able to spend about one to two classes per year focused on information technology, said Ben Carter, who runs career and technical education for IPS.

Carter hopes the academies will reshape George Washington and other IPS campuses by connecting potential careers with the work students do everyday at school. Students who share a focus area will be in a cohort, and they will share many of the same core classes such as English, math and history, said Carter. Teachers, in turn, will be able to relate what students are studying in their history class to projects they are working on in the IT program, for example.

To show students what a career in information technology might look like, students will have the chance to tour, connect with mentors and intern at local companies.

“If I’m in one of these career classes — I’m in software development, but then I get to go to Salesforce and walk through and see the environment, to me as a student, that’s inspiring,” said Carter. “It’s like, ‘oh, this is what I can have.’ ”

He added. “It increases engagement but also gives them a true sense of what the career is.”