now hiring

With a new school year underway, hundreds of teaching positions remain unfilled in New York City

PHOTO: Jaclyn Zubrzycki

Hundreds of schools are missing teachers and support staff two weeks into the school year, with many of the openings in high-poverty districts and struggling schools that are typically the hardest to staff, according to postings on a city database in mid-September.

There were almost 1,700 job postings as of Sept. 19, according to data obtained by Chalkbeat. The listings offer a snapshot of the jobs advertised that day — not an official tally of the total citywide staff openings.

Still, they indicate a critical need for special-education teachers and paraprofessionals, teaching assistants who tend to work with young students and those with disabilities. Many of the unfilled positions were in low-income districts in the Bronx and Brooklyn, and dozens were in schools in the city’s Renewal program for low-performing schools.

The vacancies were posted in the city’s Excessed Staff Selection System, which lists jobs available to teachers in the Absent Teacher Reserve — a pool of teachers who lack permanent positions because they face disciplinary or legal issues, or their schools were closed or downsized. The listings hint at where teachers in the ATR pool may land this year, since the city recently announced it will place such teachers in schools that still have vacancies after Oct. 15.

Education department officials said the data “doesn’t provide accurate or precise information on school vacancies.” In particular, they said there could be a lag in updating the postings, or that schools could post positions that are expected to become available but are currently filled.

In addition, schools may list the same job more than once in order to advertise the position to teachers with different certifications, officials said. For example, a posting for a computer science teacher could also appear as openings for math and science teachers.

Still, the postings suggest where the need for teachers may be greatest — and where ATR teachers could likely end up.

Four out of the five districts with the most postings were in the Bronx. They include Districts 7 and 9 in the South Bronx, along with Districts 10 and 12. District 19 in Brooklyn, which includes East New York, also had dozens of listings.

In District 7, where more than 90 percent of students are poor, there were 60 postings for teachers in subjects ranging from Spanish to physical education and music. That includes 26 listings for paraprofessionals, who are often mandated by students’ special-education plans.

Overall, there were more than 600 listings for paraprofessionals, about half of which were needed to work with students who have disabilities. Almost 400 of the postings were for special-education teachers, who are often in short supply.

Devon Eisenberg knows these staffing challenges well. She is co-principal of The Young Women’s Leadership School of the Bronx in District 9. Despite boasting a staff-retention rate of about 90 percent, the school started the year short one teacher. To plug the hole, Eisenberg relied on substitutes and other teachers to cover the class. She was able to find a permanent hire this week, though the pool of qualified candidates was slim.

“This is definitely not fair for our students as they are not receiving consistent and coherent instruction,” she wrote in an email. “It is also stressful for the teachers covering these holes.”

Starting the school year with a substitute teacher can become a barrier to learning. Research has shown that staff turnover leads to lower test scores, even for students who weren’t in the class that lost its teacher.

Turnover tends to be highest in struggling schools, which often serve the neediest students.

Schools in the Renewal program — which includes 78 low-performing schools — posted about 70 openings, according to the data analyzed by Chalkbeat. The greatest shortage was for special-education teachers, for which there were 16 postings. That was followed by math teachers, with nine openings.

At M.S. 391 The Angelo Patri Middle School, a Renewal school in the Bronx, there were two postings for math teachers. Last year, only 8 percent of students passed state math exams at the school, which has a new principal.

Carmen Marrero teaches special education at M.S. 391 and has worked in other Bronx schools that struggle with staffing.

“We tend to deal with a lot of behavior challenges,” she said, referring to schools in the Bronx. “I guess that keeps some of the aspiring teachers or some of the teachers who are already in the field away from this side of town.”

This year, the openings come with an additional consequence: Schools with vacancies could be prime candidates to receive teachers in the ATR.

Though officials say they will work closely with principals, the department could place teachers even over the objections of school leaders. Some principals have threatened to game the hiring system by simply not posting openings in order to avoid having a teacher from the ATR placed at their school.

Meanwhile, some teachers in the pool dread being assigned to schools whose openings could signal poor leadership or a tough work environment.

Teachers who are in the ATR will not be placed in positions outside of their license areas, which may limit how many of the openings the education department can fill after mid-October.

Critics say the policy will place the least effective teachers in the neediest schools. Education department figures show that only 74 percent of ATR teachers were rated effective, highly effective or satisfactory in 2015-16 — compared to 93 percent of all city teachers.

Education department officials said the city has worked with schools to fill their vacancies well before the start of the school year.

Maria Herrera, principal of Renaissance High School for Musical Theater in the Bronx, said she tries to have all her hires in place by June. That way, she can involve future teachers in end-of-the-year activities that help build a sense of community, and provide training over the summer.

This year, she was able to start school fully staffed. The education department allowed schools to fill positions earlier this year and held numerous job fairs, she said.

“I feel really supported,” she said.

barriers to entry

Eighty percent of NYC schools aren’t fully accessible to students with physical disabilities. Activists say $850 million could make a dent.

PHOTO: Cassi Feldman
Midwood High School is considered inaccessible to students with physical disabilities.

Roughly 80 percent of New York City’s school buildings are not completely accessible to students with physical disabilities — and a coalition of advocates called on top city officials Wednesday to significantly accelerate funding for upgrades. The appeal comes as the city is expected to release a proposal for a new five-year capital plan in the coming months.

The state of school-building infrastructure was a sticking point of this past budget cycle, and advocates for upgrading facilities successfully secured $150 million in building improvements over the next three years.

But in a letter to Mayor Bill de Blasio, dozens of advocates and disability-rights groups are calling for $750 million more over the next five years to ensure that at least a third of schools are accessible. Currently only 20 percent of schools are fully accessible, some 30 years after the passage of the Americans with Disabilities Act, a fact that has previously drawn ire from the U.S. Department of Justice.

“In an era when there’s so much being done to emphasize inclusion and integration at every level, the fact that there are a number of students out there who can’t get in the door — literally — is a real issue,” said Maggie Moroff, a disability policy expert at Advocates for Children, which signed on to the letter.

[Related: How I navigated New York City’s high school admissions maze in a wheelchair]

School accessibility is a longstanding problem in New York City, where families often choose schools outside their neighborhoods, leaving many students with physical disabilities with few options. For example, Midwood High School, a popular school in Brooklyn that has highly sought-after science programs, is not accessible. Citywide, three of the city’s 32 districts have no fully accessible elementary schools, four districts have no fully accessible middle schools, and six districts have no fully accessible high schools, according to Advocates for Children.

Students with disabilities in these districts must often endure longer treks to school by bus or public transit.

But Wednesday’s letter shows just how challenging the problem is and how expensive it is to fix. According to advocates’ projections, investing $850 million over the next five years, dramatically more than the $150 million spent in the previous five years, would boost the number of accessible schools from 20 percent to only 33 percent. (The education department’s capital budget is roughly $16 billion.)  

“We’re trying to make a slightly bigger dent than we were making before, but [it’s] still just a dent,” Moroff said.

The education department for its part has worked to give families more information about which schools are accessible, including more detailed data on “partially accessible” schools — a notoriously murky category that can mean certain areas of the school are accessible, and others not, but this information is still far from complete.

The mayor’s office did not respond to a request for comment. In a statement, education department spokeswoman Isabelle Boundy said: “We’re committed to increasing school accessibility citywide, and we’ll continue to work with these community members and advocates to make progress on this important issue. We’re investing an additional $150 million in Capital funding to make schools more accessible, and have hired new staff and increased and improved school accessibility information.”

Here’s the letter in full:



The Right Resources

‘We didn’t have options’: A new Staten Island charter school aims to fill a gap for students with dyslexia

PHOTO: PhotoAlto/Anne-Sophie Bost

Laura Timoney knew that New York City’s first charter school designed for students with dyslexia would become a reality when she and its other founders were able to envision a full day in the life of a student.

“We named her Juanita Henderson, and still just smile whenever we think of her,” said Timoney, who works on education issues in the Staten Island borough president’s office. “She’s so excited and looking forward to coming to school, learning, looking in microscopes.”

If all goes according to plan, Bridge Preparatory Charter School will begin serving its real students on Staten Island in fall 2019. The elementary school was approved by the Board of Regents in June, and it’s set to be the first charter school in the state — and among only a few public schools nationwide — devoted to educating children with dyslexia and other language-based learning disabilities.

The goal is to provide another option for families who have long fought for more choices closer to home. Staten Island is the borough with the highest share of students with disabilities, and while district schools have been steadily adding resources to help students with literacy issues, many parents of children with dyslexia send them to private schools in Brooklyn or New Jersey.

To succeed, though, Bridge Prep will have to navigate a few considerable challenges.

A few, like finding space, are familiar to charter schools in New York City. Others, like convincing parents that their educational model will work best for their children — who may have sizable academic and emotional needs thanks to their frustrations with reading — may be more specific to Bridge Prep.   

“We’ve gotten branded as the dyslexia school,” founder Timothy Castanza said. His hope, though, is that the school will be able to attract a mix of students. “Struggling with literacy in general, something that so many students do struggle with, means that you should come to this school.”

While designing the school, Castanza traveled to Jacksonville, Florida, to visit a magnet school that almost exclusively serves students with language-based learning disabilities and to Pittsburgh to visit the Provident Charter School for Children with Dyslexia.

Bridge Prep plans to use the Orton-Gillingham instructional approach, a popular method of teaching students who have trouble with reading, spelling, and writing. Each class will be 12 to 13 students so instructors can cater to children’s individual needs, Castanza said.

Timothy Castanza, Rose Kerr and Laura Timoney celebrate the approval of Bridge Prep.

The school also plans to use the “triad method,” designed by Rose Kerr, a former Staten Island principal. Instead of students leaving their classrooms to receive extra help, additional teaching assistants and literacy coaches will rotate through the classrooms (called triads) to help students, joining the assigned general education or special education teacher and any paraprofessionals mandated for students.

The model is costly, and the five founders of Bridge Prep are continuing to search for additional outside funding — part of why the school’s planning process has taken several years. (GRASP Academy, the dyslexia-focused school in Jacksonville, spent about double what a typical elementary school in that district did in 2015, according to the Florida Times-Union, though per-student spending in Florida is generally far below that of New York.)

The overarching goal, they say, is to help students at the start of their academic careers, putting them on the right track for later success.   

Opportunity Charter School, another charter school designed to serve mostly students with disabilities in Harlem, came under fire last year for not being able to meet its academic benchmarks. But Opportunity has operated as a middle school and high school, and its students enter having to catch up. Maggie Moroff, the special education policy coordinator at Advocates for Children of New York, said Bridge Prep’s decision to open an elementary school means it might avoid some of those issues.

“It’s never too late to help a struggling reader learn to read, but it does get more difficult the longer the student is left without appropriate evidence-based interventions,” said Moroff.

It’s hard to know exactly how many students in Staten Island or New York City have dyslexia. The city’s annual special education report in 2016-17 said about 77,000 students have a learning disability. Of all students with disabilities enrolled in the city’s district schools, nearly 130,000 were receiving all of their recommended services, while almost 50,000 were denied some of the services that they were legally entitled to.

In 2016, the city announced it would increasing the number of reading coaches in each school through a new Universal Literacy Program. That may be helping, Moroff said, but some students still find themselves without needed support.

“If kids didn’t have private attorneys, then what they ended up doing was just struggling in school and not getting the support they needed, falling farther and farther behind and getting a hodgepodge of services,” said Moroff.

Ayelet Schwartz, a Staten Island mother whose daughter has dyslexia, saw that firsthand.

Despite having a diagnosis of her daughter’s condition, Schwartz said the teachers at her local district school didn’t take her seriously. So Schwartz sued the Department of Education to reimburse her for the cost of sending her daughter to a private school for students with language-based learning difficulties, two hours away.

“I’ve heard kids say, ‘I’m so stupid, why can’t I read? I’m so mad at my brain!’” said Schwartz, whose daughter is now middle-school aged. “My daughter didn’t want to go to dance anymore, didn’t want to go to school. She would cry, throw her books, say ‘I’m an idiot,’ things like that. So it took a lot of work to undo all of that.”

Having a local school with experience helping students like her daughter like Bridge Prep would have saved her family from years of struggling, she said. “We didn’t have options,” said Schwartz. “If this school works, I’m all for it, because we need options here on Staten Island.”