How do you feel about the new teacher certification exams?
BROOKLYN TOWN HALL MEETING
New York City Teacher Certification Meeting with Regents on the Higher Education Committee
RSVP: email@example.com (SUBJECT LINE: Brooklyn Town Hall Meeting)
The purpose of this meeting is to convene a group of NYC teacher education faculty, public school teachers, and teacher candidates to describe the impact of new teacher certification exams (ALST, edTPA, EAS, CST). Of particular importance is the impact of these exams on the preparation of future teachers, on the racial and ethnic composition of the teaching force, and on the professional autonomy of teacher educators. New ways to move forward into the future will also be discussed.
Date: Monday December 7th
Time: 6:00 to 9:00 p.m.
Location: St Francis College (180 Remson Street in downtown Brooklyn a two-block walk from the Borough Hall subway stop. The event will take place in the first floor auditorium. The auditorium seats several hundred people)
This is an extremely important forum to amplify faculty and student experiences. The format will involve panels of presenters, with discussion. Speaking panels are already filled, but it’s important to fill the room and show support.
This meeting has been called by Regents Charles Bendit and Kathleen Cashin, co-chairs of the Regents Higher Education Committee.
Regent Cashin has been an outspoken critic on high stakes testing in K-12 schools. This is an opportunity to share with her and other Regents what is happening in higher ed.02 Nov
Field testing for the following tests is available at Pearson Professional Centers and Pearson Authorized Test Centers throughout New York State from November 9 – December 23, 2015. Each field test takes approximately 120 minutes to complete, except Educating All Students, which takes 60 minutes to complete.
Educating All Students (EAS)
Academic Literacy Skills Test (ALST)
English Language Arts
Multi-Subject: Teachers of Early Childhood (Birth – Grade 2)
Multi-Subject: Teachers of Childhood (Grade 1 – Grade 6)
Multi-Subject: Teachers of Middle Childhood (Grade 5 – Grade 9)
Multi-Subject: Secondary Teachers (Grade 7 – Grade 12)
Students with Disabilities
For information on the new tests, see the NYSTCE Test Development and Requirements flyer at: http://eswebbeta01/nystce_15_16/fieldtest.asp
Advantages of Field Test Participation (There is no cost to participate in the field test):
For each test form completed (1), participants are offered their choice of ONE of the following:
a $100 voucher (2) that can be applied toward future test registration fees
a $50 Barnes & Noble eGift card
Note: Participants may take up to two test forms of each field for which they are eligible.
In addition to the incentives listed above, participants will also:
Provide input into the test that will be taken by future educators; and
Gauge professional knowledge by taking actual test items; and
Gain practical testing experience.
Who is eligible to participate?
Juniors, Seniors, or Graduate students currently or recently enrolled in an approved educator preparation program preparing them for New York State licensure are eligible.
Those who have taken the NYSTCE in one of the fields listed between May 1, 2014 and the present are eligible.
Those who are registered for a future administration of an NYSTCE exam in one of the fields listed are eligible.
Note: Faculty are not eligible to participate in the field test.
How Can You Help?
Encourage your students to register today, at the website below, to take a field test!
Forward this e-mail to colleagues so that they may share this information with their students.
Share and post this link http://eswebbeta01/nystce_15_16/fieldtest.asp to promote this field test opportunity.
Registration opens November 2, 2015. Eligible students should visit the NYSTCE field test website to register: www.pearsonvue.com/espilot
Thank you for your assistance in the development of the NYSTCE program.
(1) Incentives are issued upon verification of completion of each test form.
(2) A voucher may be applied toward registration fees for a future NYSTCE New York State Teacher Certification Examinations Test. Registration vouchers are transferable and expire on December 31, 2016.09 Oct
A post-undergraduate fellowship opportunity may be of interest to newly certified Lehman College, School of Education class of 2016 teachers and recent graduates (bachelors and masters) at Lehman College. PiLA offers teaching prospects in the Dominican Republic, Mexico, Guatemala, Bolivia, Brazil, and Uruguay.
While the ability to speak Spanish or Portuguese are advantageous, we also offer some positions for trained teachers (native English speakers) who would be prepared to work in , even if their foreign language command is limited. We would be pleased to speak with prospective candidates.
Qualifications include evidence of academic accomplishment and engagement with the region (coursework study abroad, internships) and a record of community service (whether domestic or international, including work with Latin American immigrant communities in the United States).
The application process is open, and the deadline is coming up on Monday, November 2. The application portal is here: https://gps.princeton.edu/index.cfm?FuseAction=Security.LoginWizardStepOne
Princeton in Latin America (PiLA) is an independent nonprofit that partners with NGOs and multilateral organizations engaged in constructive development efforts throughout Latin America and the Caribbean. PiLA offers year-long service placements to qualified recent graduates of North American universities, those interested in helping to advance the mission of PiLA’s partners in areas including education, youth development, community development, environmental conservation, public health, human rights, entrepreneurship, microfinance and the like. For many fellows PiLA represents a career entrée into the realm of international development; other program alums go on to graduate or professional study, or careers in the nonprofit, public, or private sectors.
Michael Stone, PhD, Executive Director
Princeton in Latin America (PiLA)
194 Nassau Street, Suite 211, Princeton, NJ 08542–7003
T: 609.258.9200 | F: 609.269.2173 | Skype: pila-princeton
Application portal: https://gps.princeton.edu/index.cfm?FuseAction=Security.LoginWizardStepOne
Support PiLA via AmazonSmile: http://smile.amazon.com/ch/22-3658504
PiLA is a 501(c)(3) nonprofit organization | EIN 22–3658504
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.23 Jan
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/makingspaceforactivelearning16 Jan
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