Celebrating Our Candidates, Our Graduates and Our Programs: Posters Prepared for the CAEP On-Site Visit21 Apr
School of Education candidates present work representing different programs at the Council for the Accreditation of Educator Preparation (CAEP) showcase on Sunday, April 26, 2015.
Building Community and Restorative Justice Conference for Schools of Education, PK-12 Schools, and Community Organizations
In Mid-February, Mayor de Blasio and Chancellor Carmen Fariña announced a new initiative to redefine the K-12 Discipline Code from a punishment-based model to a more restorative justice-based model. Our gathering will explore the issues involved in implementing restorative practices in schools and will imagine ways that teacher education programs can prepare future educators to use restorative practices in their classrooms. Issues discussed will include the building of safe and healthy environments that promote achievement and the prevention or resolution of conflict and harm using restorative justice practices.
You are warmly invited to facilitate and participate in a series of panels and workshops to discuss and explore the need for and the benefits to be gained from restorative practices being implemented in K-12 schools, undergraduate and graduate schools of education, and community organizations and government agencies.
• Preparing current and future educators to implement and sustain restorative practices in collaboration with students, families, and community organizations;
• Building positive peer communities of learning that promote achievement;
• Significantly reducing the suspension of students of color and special needs students;
• Significantly reducing the incarceration of students of color and special needs students;
• Supporting students’ significant academic, social, artistic and emotional development;
• Supporting students being valued by their schools and communities and being empowered to create positive change in support of social justice and equity;
• Supporting students and adults to learn to both prevent and resolve conflict non-violently and creatively;
• Supporting the healthy social, emotional, and intellectual development of educators (teachers, school counselors, administrators, school staff);
• Supporting students’ development of positive cultural, racial, ethnic and gender identities;
• Significantly reducing bullying and cyber-bullying;
• Supporting the achievement and safety of LGBTQ youth;
• Reducing the impact of racism on achievement and learning;
• Reducing the impact of poverty on achievement and learning;
• Building effective collaborations between schools and their communities through community organizations and other means;
• Building restorative collaborations between schools and the justice and criminal systems;
• Advocating for public policy supporting restorative practices; and
• Building a collaborative network of restorative practitioners;
Proposals may include one or many of these inter-related areas of interest. Visit: http://www.bestrestorativepractices.com/
A personal note by David Fletcher: Over the past three years I have been introducing restorative practices (community building defined by positive peer culture and the prevention and resolution of conflict) into my undergraduate education courses while I have continued to study more deeply the philosophy and research addressing restorative practices. Each semester the future educators have more training and more depth to be prepared to implement restorative practices. They now experience restorative practices regularly, implement restorative practices in their community-based service-learning projects for social justice. and learn from teachers in Teachers Unite. Over the past years I have grown increasingly committed to the need and value of incorporating restorative practices into schools, teacher education programs and community organizations.
The Institute for Literacy Studies is hosting a book reading of, Making Space for Active Learning. This book is a compilation of teachers’ writings on humane and holistic approaches to teaching in our age of increasing demands on educators. Edited by Anne Martin and Ellen Schwartz, this book features contributions by teachers who have been connected in various ways to the Prospect Center and the Institute on Descriptive Inquiry. Several of the contributors (of whom we are very proud) have been members of the NYC Writing Project, including Louisa Cruz-Acosta, Francesca Weiss, Kiran Chaudhuri and Steve Shreefter.
“These are stories that safeguard and illuminate a vision of classrooms, of children, of teaching as an art—of what can be, of what is possible. Educating children to be makers of works, to be pursuers of learning for its own sake, is what this vision is about.”
— From the Introduction by Patricia F. Carini, co-founder, Prospect School
Please join us in celebrating this remarkable book:
Friday, February 6, 2015
4:00 – 6:00 p.m.
Music Building, East Dining Room
This event is free and open to the public. Light refreshments will be served. Visit www.facebook.com/makingspaceforactivelearning
Lehman College alumnus and current science teacher, David Schrager, was interviewed in NY1 News about his sixth grade class in Brooklyn taking lessons from robots! Watch the video and read the article about how this cutting edge technology is helping students.
David Schrager was appointed to his teaching position at MS 136 in Brooklyn after graduating from Lehman College with a Masters in Science Education in May of 2014. He feels very fortunate to be teaching in the school, where many of his students are English language learners and have been living in the US for less than one year. While David is very impressed at how hard the students work at learning both English and science, he is faced with his own challenges – trying to learn some Arabic and Chinese in addition to improving Spanish so that he can better serve his students. David enrolled in Lehman College upon acceptance to the New York City Teaching Residents Program in 2012
By: Gerald D. Dennis, Campaign Director
Mount Vernon Technology & Science Youth Center for Advancement
Today in the United States, a child’s zip code often determines the quality of education they will receive. Sadly, children from “the wrong zip code”—poor children and children of color like the ones at our STEM camp—don’t get a quality education. The effects of this disparity are far reaching and include higher crime rates, high unemployment rates, and higher levels of poverty. If nothing is done to improve the odds for minority children, the problem won’t be limited to certain zip codes. It will affect our entire nation; many suggest it already has impacted our nations’ competitiveness in the global economy.
While we all know that education can drive meaningful change and long-term success, little is being done to improve education in poor urban areas with high populations of minorities. The Mount Vernon Technology & Science Youth Center for Advancement, soon to be re-named the Northeast STEM Starter Academy at Mt. Vernon- NSSA, aims to change that. And last summer’s STEM camp and our recent 6-Saturday coding and entrepreneurship course for 10th and 11th grade girls is just the beginning.
To support our efforts to enrich the learning of our 7th graders attending our summer STEM Camp, we had the privilege of being joined by Lehman College School of Education’s Dr. Sunyata Smith, Doctoral Lecturer, Middle and High School Education Department. Dr. Smith received her B.S. in biology from SUNY Old Westbury College on Long Island and her Master’s and Ph.D. in Microbiology and Immunology from Albert Einstein College of Medicine in the Bronx.
Dr. Smith delivered two exciting weeks of our children learning genomics and forensics and the students loved every minute of their experience. Dr. Smith exhibited passion for the subject matter and a superior sense of being able to engage and maintain the undivided attention of every student for the entire two-week period. The impression and learning imparted by this educator resulted an eagerness to learn that will help drive the type of change essential for this group of at-risk young people.
Questions from Lehman College Faculty to Redes de Tutoria in Mexico
Answered by: Dr. Gabriel Cámara, Meixi Ng, Sara Vogel
1) What kind of support exists for when tutors face challenges? Do tutors gather in support groups to share work, ideas, strategies and challenges?
The organization Redes de Tutoria has a dedicated staff of educators who have worked with the methodology, some of them for decades. From 2008 to 2012, when the federal government adopted the methodology to aid public schools with the lowest point average in the previous three years, those educators trained interested local asesores tecnicos pedagogicos (ATP, teacher coaches) or enlaces estatales (state education coordinators) who would then work with teachers, administrators or community members who were interested in bringing tutoria to their schools. In some cases, educators at Redes de Tutoria coach teachers and schools directly. Teachers also support each other and meet regularly to work in Tutoría, since 2013 on their own except in the six states that officially continue supporting the networks, giving feedback to one another on both the lesson design and the practice of tutoring.
In 2012, the organization began to implement clinical observations of tutoria. The first team to adopt the practice were those working as coaches at the national headquarters of the organization. The process was designed to help tutors analyze moments during tutoring sessions that resulted in the tutees constructing knowledge for him or herself. Observers were trained to pose a hypothesis about tutoring practice written as an “if / then” statement in order to give themselves lenses through which to view the session. Observers were then to take notes (framed as objectively as possible) of what was said and done by tutors and tutees. Subjective interpretations of these notes were then made, and finally, room was made for observers to write what they would have done differently. Conversation between tutors, tutees, and observers then debriefed the sessions. This type of clinical observation practice, tested at the national level, is also beginning to make its way into classroom practice for local coaches.
For the last several years, there have been national “encuentros,” or conferences during which students, teachers, and administrators from around the nation gather to tutor and work together. More information about those here: http://logroeducativo.wordpress.com/2011/10/31/primer-festival-de-aprendizajes-compartidos/ and http://www.huffingtonpost.com/sara-vogel/schools-should-not-be-isl_b_984219.html
2) Is this a metacognitive approach rather than a cover-the-curriculum approach? What happens when confronted with tests?
The simple answer to that question is “yes.” Remember: this methodology is working at the margins of the Mexican education system, in mostly rural schools where test scores are generally quite low (the lowest in the nation) to start with. This means there is more freedom to experiment and less pressure to “cover” content. The focus on metacognition and process means students are gaining the tools they need to be more successful on the state tests, but as an incidental outcome (not intentional).
3) Is this an extension of a Vygotskian approach, long used in the arts, into networks?
In my opinion (Sara) that is a valid and interesting way of thinking about this methodology that I had not thought of before!
Learning is socially constructed in the Tutorial Relationships networked learning community, and the community is a bed for growth and learning (See Networked Community of Practice by Meixi Ng)
4) With corporate pressures on education in both Mexico and the USA, how do you suggest we start tutorials in USA public schools?
In Mexico, the model is to work at the margins, slowly but surely picking up support from the mainstream. In the United States, this could look like piloting a community in an after-school or special education setting where students are less tightly scheduled, and then demonstrating success to administrators, colleagues, and others to develop next steps for expansion into the school day or mainstream settings. There may be other possible models. Meixi Ng has had some luck in Singapore working in art and mathematics classes within the structured time frames of an average school day, and of course, the heavy testing burden of that system. She has done a lot of work up-front to demonstrate and convince teachers and administrators that the method could be worthwhile, and has been able to demonstrate results (Sara).
Meixi adds: I think it has to start with a school/ principal/ administrator who is willing to try out the pedagogy and start, as Sara mentioned not just from the margins of the system, but from the margins of a particular school – be it a population or finding times within the school day that this learning community can be built up from within. One new area that I am exploring is working in juvenile education settings and building a community from within the school.
5) How do you assess what students learn?
There are multiple opportunities for the community to evaluate what an individual has learned in tutoria. Chief among them is the “demostración pública” where tutees stand up in front of the community to present what they learned and how they learned it. The group has a chance to ask questions of the learner. After this event, the individual becomes a tutor for others. Peer tutoring is not only a privileged occasion to learn in depth specific school themes, but also to appreciate how fellow students feel and think as they engage in tutorial dialogue. Effective sharing with others what one has learned demonstrates both, the good quality of what has been learned and the equity with which the learning process took place. The teacher in the room constantly monitors tutoring sessions, doing “quality control” to ensure that tutors are ready for the responsibility.
Meixi adds: At some schools teachers also collect the tutoring catalogues of each student and reads their work as well, offering more feedback and insight to each individual so that he/she can suggest new lines of investigation according to specific interests.
6) How do topics get covered that students aren’t enthused about?
In this system, students are able to choose what they want to learn, and that may mean certain contents are not covered. As previously mentioned, the focus is on learning at the tutees own pace, with special attention being paid to process. The goal of this system is for the tutee to learn to learn, not to cram content. This is less of a pressure at the schools in Mexico where this method works, since they are at the margins of the system, and have more freedom to experiment.
Meixi: Interest grows and can bud from other things that the students are already interested in. We as educators must believe that our students are interested in learning, that anything can be interesting, it’s just how the information is presented. Math can be wonderfully curious if we find the right way and allow for the right discussion and questions. The challenge then is to find that interest and connect it to the topics that “need to be covered” and make it personalized to that student. I’ve found that students, when given a choice, are more interested in school and learning than not.
7) How have the learning communities transformed the role of the school leader?
As Dr. Camara mentioned in his talk, many school leaders have had to abdicate the perception that they are absolute authority figures at the school. They have, themselves, sat and been tutored by young people, a humbling experience. Upon noticing the success of the methodology. they become advocates for the method, fighting the bureaucracy for the structures that their teachers and students need to continue working in this way. Teachers in the room become facilitators of the community, checking in on the quality of the tutoring sessions, and modeling good practice.
Meixi: They have modeled vulnerability as in the story of the principal who stood up and demonstrated his process of learning. They begin to support teachers in a way they they feel they need. They begin to see leadership as service.
8) Your work is closely aligned to that which is involved in cogenerative dialogues. How do you allay the fears of those pedagogues who do not understand the value and necessity of being vulnerable? How do you address the naysayers who refuse to let go of power dynamics that restrict, and embrace a paradigm shift that is transformative?
Changing teacher and pedagogues’ hearts and minds are one of the most challenging things to do. Some ways I’ve seen this happen, is for the adults to experience and live out the tutoría with their own students, especially with students whom they regard as “difficult-to-teach”. When they see a new way of teaching and learning that actually works for these students, they soften and realize that another kind of education is possible.
This also takes time and some teachers in Mexico tell me (Meixi) stories of how they have been working on “converting” their fellow teacher friends to try Tutoría for 3 years until they finally came to an academic exchange and were willing to be tutored by a student. It takes real heart from us, and creating share dreams and visions together. The community also then models this vulnerability and creates an environment where they feel safe doing that too. In my experience that has been the only way for other teacher/ administrators to relinquish control of the classroom and let go of the idea that they are the center of learning and join in the community/ safe space where learning is shared and vulnerability is key growth.
9) Dear Dr Cámara,
You come to come to the community with capital: knowledge, male, respected scholar, and a person with wisdom and age. There is a challenge in this country, for example, accruing capital with this type of work when one is black, female and youthful. What advice would you give to those who are “different” in propagating this type of work?
As a young woman myself (Meixi), I’ve also personally struggled with this, thank you for your question and I grapple with this constantly myself. Three things have stood out to me so far and I hope these help you in your journey too. 1) Find Community. I am more and more convinced nothing in this world can be done without connections, alliances and community to make our voices stronger as educators who might present a voice that is not represented or even uncomfortable in the field. Even in the academic field, we are always going to present a counter-narrative to the master narrative that is difficult. Sometimes we have to play the game, but we can be even more effective the moment we find like-minded folk around us because we are out there ready to learn from and support each other. 2) Have Patience. I’ve found that people often shy away from what they don’t know and change takes time. Gaining courage to do this work, and gain wisdom and legitimacy as a speaker/ leader in education takes a lot of hard work. We might have to work harder to “prove our worth” but if we are faithful in the small things, we will gain strength and legitimacy in community. 3) Keep learning. It only keeps us open to criticism and sharpening our work and the change we want to see in our schools and neighborhoods. Together, we’ll get there.
10) Recently, I read about 43 education teachers who have been abducted and perhaps murdered in Mexico. How safe do you feel doing such transformational work?
The horrible event of the kidnapping, and by now almost certain murder, of 43 students of a rural teacher’s college in the state of Guerrero is a national shame and, unfortunately, only one –closer, cruder, better know– in a series of similar events common in a country becoming a generalized narco-state. As happens in violent social situations ordinary life continues in spite of hardships, and has not stopped the transformational work in Mexican schools (Dr. Camara).
11) In the video, we see some middle school students tutoring adults from the community. Can you say some more about the impact of the method on the adults and adult literacy?
Often students go home and tutor their parents, often teaching them how to read or even how to think differently about crop production in the ranches/ farms. Another thing is that parents are involved in the academic exchanges and share the lessons/ topics they have designed with teachers and students in the school. However, in terms of measurable impact, we don’t have any figures or data but that is something we need to do more on and a big area of research that has not yet been done or collected.
Meixi wrote a short ethnography on the healing power of Tutorial Relationships: http://meixi.files.wordpress.com/2012/08/the-healing-power-of-relacic3b3n-tutora_english.pdf
It does not look at adult literacy but does show the impact of Tutorial Relationships on the community if that is of interest. But more research should be done on this area – that would be very interesting and insightful!
On November 12, 2014, Lehman School of Education faculty and administrators gathered for a talk by Dr. Gabriel Cámara, a Mexican educator who, for the last several decades, has developed and worked to implement a peer-teaching methodology and pedagogy to transform teaching and learning in struggling schools throughout Mexico.
Dr. Camara’s visit to Lehman was part of a tour of the east coast which included stops at Harvard, Boston College, Princeton, and Teacher’s College. At Lehman, he was joined by Meixi Ng and Sara Vogel, educators from Singapore and New York, respectively, who worked as Princeton in Latin America fellows with his organization, Redes de Tutoria, in 2011. The three guests spoke about the successes of the approach of the tutoria method, including its potential to engage students who seemed previously uninterested in school, to reinvigorate and support teachers, and promote student learning. They compared the “top-down” nature of many education policies passed in the United States and around the world to the “bottom-up” way in which tutoria has spread from classroom to classroom, school to school, and state to state in Mexico. Faculty members, who had watched the documentary about the methodology, Maravillas, had an opportunity to ask questions of the panel. Dr. Camara and staff, administrators, and faculty at Lehman expressed great enthusiasm for continuing a relationship between the College and Redes de Tutoria, so that students may learn about and be exposed to this pedagogy.