back in the saddle

Santiago Taveras, a former DOE official, returning as a principal

Santiago Taveras will be the new principal of DeWitt Clinton High School in the Bronx. (Photo courtesy of Facebook)
Santiago Taveras, a former deputy chancellor, will be the principal of DeWitt Clinton High School in the Bronx. (Photo courtesy of Facebook)

All it took was one interview question for Santiago Taveras to realize he wanted to be a principal again.

Taveras, a former Department of Education deputy chancellor, will be the new principal of the struggling DeWitt Clinton High School in the Bronx this fall.

The position marks a reversal of the trajectory Taveras’s career has taken up to now. After starting his career as a city teacher, Taveras headed several schools before landing a position in the Department of Education’s central administration. He was the deputy chancellor for teaching and learning until the department dissolved that division, then served as the city’s first and only community engagement czar.

Taveras left the department at a time of turmoil in April 2011, just days before Cathie Black’s brief tenure as chancellor ended. He became a vice president at Cambridge Education, the consulting firm that conducted the first quality reviews in New York City schools, which Taveras oversaw while at the department.

But in recent months, Taveras said he wanted to work directly with students again, so he interviewed for a schools superintendent job in New Jersey.

During the interview, he was asked to describe the most gratifying work he had done in his career. Taveras talked about a group of 10 students he mentored when he was a teacher at Central Park East Secondary School in East Harlem.

“Those 10 boys taught me more about life, about the struggles of young men, than I had ever learned from my two master’s and bachelor’s degrees,” he said. “I started getting emotional during the interview, and I was thinking to myself, ‘What am I doing trying to be the superintendent of a school district when I know for a fact what I want to do is be closer to students?'”

Taveras called his old colleagues at the Department of Education and asked what he needed to do to become a principal again. He said Chancellor Dennis Walcott was kind enough to “grandfather” him into the principal pool, and a week later Chief Academic Officer Shael Polakow-Suransky offered him the job at DeWitt Clinton.

Taveras said he knows there’s a lot of work to be done at the high school, which was considered for closure this past year due to dismal progress reports and is now set to shrink substantially while also sharing space for the first time. He has spent the last couple of days at the school listening to teachers’ and students’ concerns and so far has three main priorities for the improvements he wants to make.

First, he said he wants to build up the school’s technology infrastructure. He also wants to set up professional learning teams to help teachers better understand the new teacher evaluation system and how to align their instruction with the Common Core learning standards. Taveras also wants to rebuild school morale to counteract the negative reputation that many have of DeWitt Clinton today.

Taveras has experience closing schools, after heading South Bronx High School after the city decided to phase it out in 2001. And he has even more experience opening new schools: He was the founding assistant principal of East Side Community High School, and the founding principal of both Banana Kelly High School and the Urban Assembly Academy for Careers in Sports.

But taking over a school with a long and storied past and trying to turn it around after a period of decline so that it becomes a school that students want to attend will be a new challenge.

“You have to come in and get them to buy into your vision,” Taveras said about the staff.When he spoke with teachers on Friday, he said he kept repeating the importance of everyone working as a team otherwise they will not be successful at turning the school around.

“Teachers came up to me afterward and said, ‘I’m on that team, I’m ready to work with you to get this done,'” he said. “That was inspiring… It was something that I was not expecting because of course, I’m somebody new who they don’t know… but I can see there’s an urgency to turn the school around.”

He said he thinks his experience at Tweed taught him that with every decision there are always advantages, disadvantages, and different stakeholders to consider, but at the end of the day, the choice has to benefit the children.

“I don’t think anybody has gone from deputy chancellor back to kids,” Taveras said. “It shows, I believe, one of the reasons I was welcome at Clinton on Friday is that they understand this isn’t about media, this isn’t about anything else other than doing something I’m happy to do, building community, turning schools around, and making people feel empowered about the work they’re doing to teach children.”

union power

Charter teachers won big in nation’s first strike. What now?

PHOTO: Yana Kunichoff / Chalkbeat
Teachers from Acero charter schools in Chicago protest stalled negotiations Oct. 24, 2018, as they readied to vote on authorizing a strike.

Some 500 unionized teachers joined in the nation’s first charter strike last week, and succeeded in negotiating wage increases, smaller class sizes and a shorter school day. Their gains could foreshadow next year’s citywide contract negotiations — between the Chicago Teachers Union, with its contract expiring in June, and Chicago Public Schools.

“The issue of class size is going to be huge,” said Chris Geovanis, the union’s director of communications. “It is a critically important issue in every school.”

Unlike their counterparts in charters, though, teachers who work at district-run schools can’t technically go on strike to push through a cap on the number of students per class. That’s because the Illinois Education Labor Relations Act defines what issues non-charter public school teachers can bargain over, and what issues can lead to a strike.

An impasse on issues of compensation or those related to working conditions, such as length of the school day or teacher evaluations, could precipitate a strike. But disagreements over class sizes or school closures, among other issues, cannot be the basis for a strike.

The number of students per class has long been a point of contention among both district and charter school teachers.

Educators at Acero had hopes of pushing the network to limit class sizes to 24-28 students, depending on the grade. However, as Acero teachers capped their fourth day on the picket line, they reached an agreement with the charter operator on a cap of 30 students — down from the current cap of 32 students.

Andy Crooks, a special education apprentice, also known as a teacher’s aide, at Acero’s Sor Juana Inés de la Cruz school and a member of the teachers bargaining team, said that even having two fewer students in a classroom would make a huge difference.

“You really do get a lot more time with your students,” Crooks said. “And if you are thinking about kindergarten in particular, two less 5-year-olds really can help set the tone of the classroom.”

In district-run schools, classes are capped at 28 students in kindergarten through third grade, and at 31 students in fourth through sixth grade. But a survey by the advocacy group Parents 4 Teachers, which supports educators taking on inequality, found that during the 2017-2018 school year, 21 percent of K-8 classrooms had more students than district guidelines allowed. In 18 elementary school classrooms, there were 40 or more students.

The issue came up at last week’s Board of Education meeting, at which Ivette Hernandez, a parent of a first-grader at Virgil Grissom Elementary School in the city’s Hegewisch neighborhood, said her son’s classes have had more than 30 students in them. When the children are so young and active — and when they come into classrooms at so many different skill levels — “the teachers can’t handle 30 kids in one class,” she told the board.

Alderman Sue Garza, a former counselor, accompanied Hernandez. She also spoke before the board about classroom overcrowding — worrying aloud that, in some grades at one school in particular, the number of students exceeded the building’s fire codes. (Board chair Frank Clark said a district team would visit the school to ensure compliance fire safety policies.)

While the Chicago Teachers Union aren’t technically allowed to strike over class sizes, the union does have a history of pushing the envelope when it comes to bargaining.

Back in 2012, when the Chicago Teachers Union last went on strike, they ended up being able to secure the first limit on class sizes in 20 years because the district permitted the union to bargain over class size.

They also led a bargaining campaign that included discussion over racial disparities in Chicago education and school closures, arguing that these trends impacted the working conditions of teachers.

“Even if you can’t force an employer to bargain over an issue, you can push them to bargain over the impact of an issue,” Bob Bruno, a labor professor at the University of Illinois at Champaign-Urbana, explained.

The Chicago Teachers Union also emerged from its 2012 negotiations with guarantees of additional “wraparound services,” such as access to onsite social workers and school counselors.

What's Your Education Story?

As the 2018 school year begins, join us for storytelling from Indianapolis educators

PHOTO: Dylan Peers McCoy/Chalkbeat
Sarah TeKolste, right, and Lori Jenkins at a Teacher Story Slam, in April.

In partnership with Teachers Lounge Indy, Chalkbeat is hosting another teacher story slam this fall featuring educators from across the city.

Over the past couple of years, Chalkbeat has brought readers personal stories from teachers and students through the events. Some of our favorites touched on how a teacher won the trust of her most skeptical student, why another teacher decided to come out to his students, and one educator’s call to ramp up the number of students pursuing a college education.

The event, 5:30 p.m. Thursday, Sept. 13, is free and open to the public — please RSVP here.

Event details:

5:30 p.m. to 7:30 p.m.
Thursday, Sept. 13, 2018
Tube Factory artspace
1125 Cruft St., Indianapolis, IN 46203
Get tickets here and find more on Facebook

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