teaching teaching

How three veteran New York City educators are trying to change the way math teachers are trained

PHOTO: Stephanie Snyder

For years, Peter Cipparone and Kim Van Duzer taught math next door to each other at P.S. 29 in Brooklyn. And while they each puzzled over how to convey the power of fractions to fourth graders, they almost never compared notes.

So, about two years ago, they did something obvious yet surprisingly uncommon: They observed each other’s classes and had conversations about what they saw.

“We learned a lot from watching each other teach,” Cipparone said. “That seems like a very simple practice, but it’s amazing how rare that is.”

The pair found their conversations so useful that they helped start NYC Math Lab, a program designed to give more teachers a chance to watch each other teach elementary math, and improve their instruction by discussing what they saw.

The idea behind the math lab is to break down some of the barriers that can get in the way of that kind of teacher training: Coordinating schedules, finding a group of students who are available to be observed over several days, and perhaps most importantly, overcoming the tradition of classrooms being closed to outsiders.

“At first we were really nervous – teaching is so private,” recalls Van Duzer of her first experiences teaching for an audience of peers.

Based on a successful first run last summer, the program is gearing up for its second year and is accepting applications for 25 teachers to participate this July. But its founders hope to expand the number of teachers who participate in the future – by moving to a larger space or running new labs – to encourage more teacher training that includes live observation and analysis.

“Sometimes I go to [professional development] sessions where there are no kids and I go back to my classroom and it doesn’t go so well,” Van Duzer said. At the math lab, she notes, “If it doesn’t work, we’re going to tinker with it.”

The lab isn’t just about helping teachers, though – its founders are trying to excite students who may have been told they’re not good at math. All of the students who participate in the math lab do so as part of an existing summer program offered by the Hudson Guild, a community based organization that serves low-income families.

“In society, there [have] been fairly clear messages about who can and can’t do math,” Cipparone said. “And this breaks down that stereotype effect.”

Cipparone, Van Duzer, and Kate Abell, a veteran New York City teacher who helps coordinate teacher training throughout the city, founded the program in part to promote a less traditional way of teaching math. Instead of thinking about math as a series of procedures that have to be memorized and applied, they construct lessons that require students to understand and debate fundamental concepts and speak up when they don’t get it.

Participating teachers shared their thoughts on last summer's math lab.
PHOTO: NYC Math Lab
Participating teachers shared their thoughts on last summer’s math lab.

In one typical lesson, for instance, students are given a series of differently sized wooden rods and asked to assemble them on a number line. Then, they’re tasked with having a conversation about which rods represent what fraction of the line and must defend their answers.

“Math teaching can be very oriented around, ‘Did you get it right? And if not, then you don’t get it,’” Van Duzer said. “We tell them, ‘In this community, it has to make sense to you.’”

The lab follows the same structure each day. Teachers spend the morning going over a lesson plan, working through the problems they’ll be asking students tackle. Next, the lab’s three founders rotate teaching that day’s two hour teaching block while the other 25 teachers sit around the perimeter and watch students work through the lesson.

The full group of teachers spend the afternoon reviewing each student’s work, analyzing the lesson, and making suggestions to improve the next day’s teaching. Finally, they talk about how students’ ideas about math develop in relation to Common Core standards.

Later in the week, the teacher observers can work one-on-one with students to focus on each student’s thinking, something that is often difficult in the context of a typical class period.

The idea of public teaching as a way of improving instruction was directly inspired by the Elementary Mathematics Lab at the University of Michigan, which helped pioneer the model over a decade ago (and where Cipparone is currently working on a doctorate).

[Chalkbeat CEO Elizabeth Green has written extensively about the history of teacher training, including Michigan’s math lab. You can find a Q&A with her here.]

But according to Nicole Garcia, who directs the university’s math lab, the New York lab is the first known offshoot of their model.

“I think it’s amazing to see somebody take up this work and try to bring it to their own context,” Garcia said. “It is a little bit surprising that there aren’t more efforts to do this kind of work.”

Figuring out whether the New York math lab is actually having an effect on the way its participants teach is a challenging question, its founders note, and one they’re trying to address. For the first time this year, they received a $6,000 grant to track participating teachers before and after the lab to see how their instruction changes.

Still, they acknowledge that the math lab isn’t about disseminating one correct teaching method that everyone is supposed to adopt – it’s about having conversations that can make teachers more thoughtful educators.

“We are not saying this is model teaching,” Cipparone said. “We’re saying this is teaching for all of us to study.”

Walk it out

NYC mayor encourages school walkouts in wake of Florida shooting: ‘If I was a high school student today, I’d be walking out’

PHOTO: Michael Appleton/Mayoral Photography Office
Mayor Bill de Blasio

In the wake of a school shooting in Florida that left 17 dead, New York City Mayor Bill de Blasio said students won’t face serious disciplinary action if they choose to participate in a national school walkout planned for next month to protest gun violence.

“If I was a high school student today, I’d be walking out,” de Blasio said Thursday. “This is too important a moment in history to try to hold back the desire of our young people to see fundamental change and to protect themselves.”

Students across the country are planning to walk out of class at 10 a.m. on March 14 “to protest Congress’ inaction to do more than tweet thoughts and prayers in response to the gun violence plaguing our schools and neighborhoods,” according to a Facebook description of the event.  The protest is scheduled to last 17 minutes, one for each person who died at Marjory Stoneman Douglas High School.

And unlike one Texas school district, which threatened to slap students with suspensions if they walked out, de Blasio said students would not face serious discipline. “There’s no negative, lasting impact if they do this,” the mayor said.

De Blasio’s tacit endorsement of the walkout comes just days after he announced that schools across the city would deploy more “rapid-response lesson plans” about current events. On Friday, de Blasio told WNYC’s Brian Lehrer that the protests are a “teachable moment.”

We are going to do lesson plans around this issue leading up to that day,” de Blasio said. “We are going to make sure that there’s a real educational impact.”

The city also announced this week that every New York City school will hold a lockdown drill by March 15, and every middle and high school will be subject to at least one random screening with metal detectors this year.

Here’s more on what de Blasio told Lehrer this morning:

For high school students – we are going to be very clear, we want parents to weigh in, to let us know if they are comfortable with a young person walking out. It is supposed to be for 17 minutes. We expect the school day before and after to proceed. For younger folks – middle school, elementary school — the model I’m interested in, we are still working on this, is to have it be within the context of the building, you know to gather in the building for the memorial to the 17 young people lost, 17 people lost I should say. And again that may be silent, that may be with young people speaking, that’s all being worked through.

Speaking Out

Students at Denver’s George Washington High say their voices were unheard in principal selection

PHOTO: Denver Post file

When Shahad Mohieldin learned that students, parents, and teachers at George Washington High School in Denver would have a say in who was named the next principal, the high school senior spent days recruiting representatives from all three groups to participate.

Mohieldin, a member of the school’s advisory board, said she and others worked hard to ensure the group vetting the principal candidates would be diverse. It was important to include students of color and white students, parents who speak English and those who don’t, and teachers of both International Baccalaureate and traditional classes, she said, especially since the high school has been working to heal years-long racial and academic divides.

The students particularly liked one candidate who they said seemed to understand the school’s struggles. He would have also been a leader of color at a school where 70 percent are students of color. Denver Public Schools Superintendent Tom Boasberg ultimately chose a different candidate, a more experienced principal with whom he’d worked closely before.

It was a whirlwind process that took just seven weeks from when the current principal announced his retirement. In the end, Mohieldin and other students said they were left feeling like their voices were ignored.

“We were often told that, ‘Hey, your voice really matters in this. Please, we want your input,’” Mohieldin said. “It really hurts. Now we don’t trust the district as much, which is really sad.”

District leaders said the process was quick but thorough. Deputy Superintendent Susana Cordova said that while it was clear the students preferred one candidate, the input collected from parents, teachers, and community members was more mixed. The slate of three finalists was unusually strong, she said, and it was not an easy decision.

Kristin Waters, the candidate who was hired, is a former district administrator with years of experience leading a comprehensive Denver high school similar in size to George Washington. The students’ top choice was an assistant principal at East High School named Jason Maclin.

Cordova said she wants to assure students that although district leaders didn’t choose students’ favored candidate, they did consider their opinions.

“It is important to use your voice,” Cordova said. “Sometimes your voice isn’t the only piece of information we look at, but in no way does that mean to stop speaking out.”

Not listening to community feedback is a perennial criticism of Denver Public Schools, and one district leaders are continually trying to address. Recently, several major decisions have been based on recommendations from committees of parents and community members. While the process hasn’t always gone smoothly, the district has followed the community’s advice.

In the case of the George Washington principal selection, the process worked like this: Current principal Scott Lessard announced in mid-December that he’d be retiring at the end of the school year. Lessard has helmed the school for two years, and students and teachers credit him with fostering a sense of unity and a culture of openness to new ideas.

But he said the daily challenges of being a school principal led to his decision.

“I was going to retire at some point,” he said. “It may not have been at the end of this year, but it was going to be soon. The school in such a good place, I thought it was a unique opportunity now to find somebody who would be a good principal.”

The district has a pool of pre-screened principal candidates who are invited to apply for openings as they come up, Cordova said. With every vacancy, the district convenes a committee of parents, teachers, and community members to interview the candidates. In the case of high school principal jobs, the district also asks students to participate.

For George Washington, the district assembled the committee and three separate focus groups, which Mohieldin helped organize: one of parents, one of teachers, and one of students. The groups and the committee interviewed five candidates selected by the district, and based partly on their feedback, district leaders whittled the field to three finalists, Cordova said.

The three finalists then participated in a community forum. Forum attendees were asked to submit written comments on candidates’ strengths and weaknesses, and Cordova said she personally read every single one. She said district leaders also read emails students sent afterward urging the district to pick Maclin. Students said they never received responses to those emails – one reason they felt unheard.

A week after the forum, on Feb. 6, the district announced its decision to hire Waters.

Cordova said she has every confidence that Waters will be “an amazing school leader.” Waters has been principal of three Denver schools: Morey Middle School; Bruce Randolph School, which serves grades six through 12; and South High School, whose demographics are similar to George Washington. More than 300 of the 1,239 students at George Washington are black and more than 400 are Hispanic.

“She has a strong track record working in similar communities,” Cordova said.

Students had some concerns about Waters’ approachability and her seemingly close ties with district leadership; Boasberg was listed as the first reference on her resumé. They said they liked Maclin’s presence, and that he seemed knowledgeable about the school’s past struggles and had concrete ideas for its future. Maclin submitted a proposed plan for his first 100 days as principal that included conducting a listening tour of the school community.

But students said their main complaint is not the outcome but the way the process unfolded.

“The district goes through this whole act of putting on these focus groups and interviews at the school and it’s like, ‘What really came out of that?’” said sophomore Andrew Schwartz. “At this point, it seems like the answer to that question is very little. I think that’s upsetting.”

Schwartz was part of the student focus group that interviewed all five candidates. So was junior Henry Waldstreicher, who noted that students missed an entire day of school to participate.

Waldstreicher said he was also left feeling disillusioned. “Why should we even try to talk to the district if they’re not going to listen to what we’re going to say?” he said.

The perception that the selection process was top-down wasn’t just among the students. Some teachers and community members said they felt the same way.

“We were given the opportunity to give our feedback and then it went into a black box and a decision was made,” said Vincent Bowen, a community member who participates in a student mentoring program at George Washington and was on the selection committee.

Pam Shamburg, executive director of the Denver teachers union, shared those concerns, adding that what happened at George Washington has happened at other schools, too: Candidates, she said, “go through this process, this rigamarole, but the district already knows who they’re going to pick.”

Parent Elizabeth Sopher said she feels district leaders weren’t as transparent as they could have been about what they wanted in a new principal, which she suspects contributed to the disconnect between the students’ top pick and the district’s ultimate decision.

“When you say to a group, ‘You tell us what the most important thing about this new principal is to you,’” she said, but then don’t make a decision based on that, “that’s a mistake.”

For her part, Waters said she’s excited to step into her new role at George Washington. She’s slated to start March 1 and finish out the school year alongside Lessard, a transition plan Cordova said was important to the district and the school community.

Waters said she wants to build a strong relationship with students. To that end, she has already met with a group of them to talk about their concerns.

“Once I get on board, they will see me out and about and hopefully feel comfortable coming up to me and letting me know what they’re thinking,” Waters said. “I want their input.”

Junior Cora Galpern said rebuilding that trust will be crucial. In the future, Galpern said the district should give students and others more of a say in principal selection by seeking a consensus on a candidate rather than simply soliciting feedback.

“Because at the end of the day,” she said, “our next principal has a huge effect on our day-to-day lives.”