Mayor Bill de Blasio & Chancellor Carranza Make Important Announcement at New World High School!

Wednesday, January 30, 2019 was a busy day at New World High School! They hosted Mayor Bill de Blasio and Chancellor Carranza, providing the perfect back drop for the Mayor to announce the overall increase in NYC’s graduation rate. New World High School was chosen because it had 90% graduation rate last year.

New World High School is a Lehman Middle and High School professional development school (PDS). Lehman Professors Sunyata Smith and Serigne Gningue are Lehman Middle and High School faculty who work closely with the school in preparation of our teacher candidates.

Mr. Mithat Gashi and Mr. Hassan Tmimi are Principal and Assistant Principal. Mr. Gashi has been teaching foundations courses in MHSE since 2003 and also co-chairs the PDS Council. Mr. Tmimi designed the activities for Lehman’s Noyce internships, which are the foundations of the course outline for ESC 790 and now ESC 476-477. Every single Noyce STEMELL teacher will tell you the impact Mr. Tmimi has had on their training and ability to teach. He taught them how to observe and evaluate classroom and videos using the Danielson framework, and the different structures and usage of teaching ELLs through Content Based Instruction (One and two-way CBI). New World High School has even hired three science teachers from Lehman’s Noyce STEMELL program.

Lehman College School of Education congratulates New World High School and everyone involved in their students’ success.

Interview with Education Researcher, Dr. Sherry Deckman

SHERRY L. DECKMAN is an assistant professor of education at Lehman College, the City University of New York. Her research explores how educators are formally prepared to work with students from diverse race and class backgrounds and how educators address issues of race, class, and gender inequity in schools. She was recently interviewed by, “The Teachers College Record: The Voice of Scholarship in Education,” about her paper, “Managing Race and Race-ing Management: Teachers’ Stories of Race and Classroom Conflict.”

As Dr. Deckman states early in the interview, “Two patterns of storytelling emerged across the data when participants discussed race and classroom management, what I call managing race and race-ing management. The managing race pattern downplayed or ignored issues of systemic power, privilege, and oppression, whereas race-ing management did just the opposite and exposed such dynamics.”

To hear the full interview, visit the Teachers College “The Voice,” series.

Dr. Deckman’s selected publications include “Leaving the Space Better Than You Found It Through Song: Music, Diversity, and Mission in One Black Student Organization” (Harvard Educational Review, 2013), and “Dangerous Black Professor: Challenging the Ghettoization of Race in Higher Education Through Life Texts Pedagogy” (coauthor, RIP Jim Crow: Fighting Racism through Higher Education Policy, Curriculum, and Cultural Interventions, Peter Lang, 2016).