know your neighbors

Harlem leaders champion new school run by Teachers College

Principal Worrell-Breeden looked on as first graders from the Teachers College Community School sang "What a Wonderful World" and recited the song in sign language.

West Harlem community leaders heralded the coming of the year-old Teachers College Community School yesterday as a new district school option for a neighborhood packed with charter schools.

The elementary school, which opened in East Harlem last year and moved to Manhattanville this fall, is managed by Columbia University’s school of education.

In recent years, many new schools have come to West Harlem in the form of high-profile charter school networks that have brought both educational opportunities and controversy to the neighborhood. Like those schools, the fledgling elementary school admits students randomly through a lottery process, and it relies on a mix of public and private funding to operate.

But it also has the widespread support of political leaders who have served as some of the most vocal critics of the city’s charter school policies, among them State Assemblyman Keith Wright. Wright has proposed legislation to give parent councils veto power over city plans to require district and charter schools to share space.

A range of Harlem community leaders, including City Councilman Robert Jackson and Donald Notice, president of the West Harlem Development Corporation, turned out to the school’s opening ceremony yesterday to laud the effort Columbia has made to support the school and help renovate its new, permanent home on Manhattanville’s Morningside Avenue.

Wright was sitting in the audience until Regents Chancellor Merryl Tisch offered to give him her seat on the ceremony stage, which was shared by Chancellor Dennis Walcott and other leaders from Columbia University, Teachers College and the community.

Jackson said, “Every parent has a right to choose what’s best for their child—no matter who you are, you have to decide. Isn’t that right, Keith?”

“Yep,” he replied, grinning.

The leaders on stage said the school represented the fruits of a sometimes tense collaboration between the neighborhood and the university, and paved the way for more collaboration through Teachers College. Columbia has long been criticized by Harlem residents for developing land into university buildings that make the areas less affordable. University President Lee Bollinger said the school epitomized efforts to mend neighborly relations.

With an allusion to one of the Harlem Renaissance’s most famous poems, Wright suggested that the effort was slow to come, but very valuable:

“What happens to a dream deferred? Does it dry up. like a raisin in the sun?” he said, quoting Langston Hughes. “No. A school gets built on 126th Street.”

The Community School opened in 2011 with 50 Kindergarten students, but because that location still needed renovations, the city placed it in a temporary home in East Harlem—about a mile from the neighborhood it was designed to serve. That design was set three years ago amidst a contentious university bid to expand into the Manhattanville part of Harlem. At the time, Columbia University agreed to help found a new neighborhood elementary and middle school, among other promises made to various Harlem leaders, to encourage them to to withdraw their opposition to its plans.

“This went through a lot of changes and a lot of negotiations here and there as part of a larger agreement with the community. And this is an experiment,” Jackson said to the audience, which was filled with families, teachers and students just out of school. “Is it going to work? You better believe it’s going to work, because all the [organizations] up here are going to make sure it’s going to work.”

Now that the school has settled into its new home, the principal Jeanene Worrell-Breeden, said the biggest logistical challenge is behind, but there is still more work to be done.

“Our challenge was finding a new home. Now, it’s just to make sure our children’s needs are met and make sure they’re settled. We’re making sure to include all those new families,” she said in an interview.

Parents who attended the gathering said they were very pleased with their choice, made after weighing options that consisted of mostly charter schools.

Julate Walker, whose daughter is in first grade, said she was directed to the Community School by the administrators of the nearby KIPP Infinity Charter School, which already had filled its roster when she looked into applying in 2011.

“I’m absolutely very satisfied here,” she said. “I feel very included, it’s like a family. Everybody is caring and considerate.”

Another parent said she heard about the school when she attended an information session for the French American Charter School, another nearby elementary school.

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.