NYCDOE Vice Chancellor Weinberg Visits Star Teacher, Ms. Camano!

Ms. Camano teaches 5th grade departmentalized math and science at P.S 43 Jonas Bronck. While a student at Lehman College, she did her student teaching there during the 2013-2014 school year and then was hired full-time. She has taught there for 4 years (since September 2014). Principal Giovanna Delucchi often recognizes Ms. Camano’s expert teaching, so arranged for Vice Chancellor Phil Weinberg to visit in Spring 2018. Below is an article written by Ms. Alicia Camano about her experience.

A Proud Summary of the Vice Chancellor of the NYC Department of Education’s Visit To My Classroom!

By Alicia Camano

Why you think your class was selected for a visit by the vice chancellor?
The Vice Chancellor’s goal was to visit the schools in the Bronx. He wanted to familiarize himself with the schools and what was going on in the classrooms.

Why has the principal often recognized your teaching?
The principal realizes that I engage my students through questioning and hands on activities. I encourage my students to work with partners and in groups. They provide feedback to each other and assess themselves and their peers.  My teaching is interactive. My students have opportunities to actively participate through questioning and feedback. My students set goals and take steps to accomplish them. I also have a Coding Club in which my students learn how to code. They have opportunities to interact with various technology such as Spheros, Lego Mindstorm, Dash and Dot Robot, Hot Dots, Osmo, and a 3-D printer. This helps my students to be college and career ready. It prepares them to be productive members of society.
What makes your class stand out? What do you do differently?
·       My class stands out because I take my students needs into consideration so they can be successful. I focus on having a classroom that is student-centered. I facilitate their learning by acting as a guide on the side. My students engage in partner or whole group discussions to share their thinking with peers and to problem solve. Students use a Qball to engage in whole group discussions. Students share their opinions using hand signals to signal if they agree, disagree, or if they want to comment. Then they select a speaker to support their answer.  My classroom is designed to suit my student’s needs, such as using different entry points with modifications and differentiation, such flexible seating. It also has a chill zone for the students to cool off and refocus if they should become distracted or upset. This helps them to calm their minds and bodies in order to help them shift their mood and refocus during trying situations.
·       I follow the blended learning pedagogical approach. I focus on student-centered, technology-integrated learning environments because it helps to produce students who are better able to think critically, solve problems, collaborate with others, and engage deeply in the learning process. I value perspective thinking and learning by doing. I promote a safe social learning environment in order for students to learn productively. Not only I would like to grow in teaching others, but I also enjoy expanding my own understanding and knowledge of teaching and learning. I encourage students to use technology in innovative ways.
·       I was able to purchase many tools for teaching and learning, especially through technology. I also received a lot of support and donations from Donors Choose. Donors Choose supports classrooms in need by allowing sponsors to donate directly to those classrooms for support with materials and experiences.
How do your incorporate technology in your teaching/share more about the 3D scan, etc?
I incorporate technology in my classroom because it exposes my students to becoming creators instead of just consumers. I want my students to learn how to use technology in different ways such as problem solving real life situations. I focus on a student-centered, technology-integrated learning environment because it can help to produce students who are better able to think critically, solve problems, collaborate with others, and engage deeply in the learning process. My students were not exposed to different ways to use various technology. This school year I have exposed my fifth grade students to coding and robotics such as the; 3D printer,, Scratch, Dash and Dot Robot, Spheros, Makey Makey, Osmo, and Lego Mindstorms EV3. Exposing my students to new technology has had a positive effect on my students, especially with their motivation, interests, and mathematical and technical skills.

Since our world is constantly changing, it is important to embrace it and grow with change. We live in a time where technology is changing and making the world smaller. The way we interact and learn is also changing in amazing ways. We have to prepare students to be successful citizens of the 21st century. Technology is crucial for our students to learn because it will help them to be successful leaders of tomorrow.

About the classroom visit:
Deputy Chancellor Phil Weinberg visited Jonas Bronck on February 5, 2018, during the second period 9:05 with Dr. Delucchi. He observed a math lesson using math manipulatives.

Mr. Weinberg interacted with students from the first Coding Club. Students were able to articulate how to use the 3D printer and the benefits of using it. Students mentioned the centers used in the coding club. They modeled how to use the Dash and Dot Robot and the use of the 3D printer to solve real world problems such as in our classroom. Students came up with the idea to create cable holders to keep the students safe and protect the cables to our smartboard and laptop to prevent students from tripping or getting hurt or damaging the cables.

Both Mr. Weinberg  and Dr. Delucchi were impressed with the students and how much they knew about coding and technology. They were so impressed that it motivated them to get down on the rug with the students and interact with the technology tools. Later that evening, Mr. Weinberg tweeted a comment about my instruction, my students, and his overall experience in my classroom.

Why I love teaching and my future goals:
I love teaching because the needs of my students and their overall happiness are important to me. I believe that my students have to be proud of what they do and of their accomplishments. They don’t have to be great but they have to do their best. My goal is to bring out the best in my students. This will help them to be happier students and to feel successful.

Since I was a little girl I knew I wanted to be a teacher. My sister struggled in reading which motivated me to join the Read Foundation and become a tutor. From that point forward I was motivated to aspire to become a teacher. While I was a student teacher, I met great and knowledgeable teachers who influenced me and motivated me to aspire to become a teacher who cares and motivates students. Today I am that teacher for many students in my class and in my school.

I want my students to be motivated and eager to learn. I love when my students say “Now I get it.” or “Ms. Camano I wish you were my teacher forever.” I was a shy student when I was younger. I met a science teacher in middle school who knew that I struggled and provided me support during after school hours. She took those moments to help me improve. That kind gesture impacted my life. It was a great moment for me. It showed me how much care and dedication goes into teaching. It is more than a job. It is a lifetime commitment, a calling. I am overjoyed when my students overcome their struggles and challenges. I am pleased when they succeed. When my students succeed, I feel like I succeed also. I feel proud.

What else would I like to share that’s relevant?
My students are motivated to learn more about technology. They interact with eat other daily. My lesson require students to think about their learning and to learn from their peers. They assess each other as well as themselves. This helps them to grow. They think and respond on a higher level. I want them to think beyond what’s on the page. These skills will help them to become lifelong learners. These skills are essential for college and in their careers.

Quality review feedback:
I received feedback from the quality review. The feedback was encouraging. The reviewer saw evidence of high levels of student thinking and participation throughout the classroom. The reviewer observed a fifth grade math project which asked students to select two field trip locations they think will be fun to visit. Students were asked to explain how much each field trip would cost, including items such as calculating food costs. Then the students had to make a final choice for a field trip location. Once students selected their two trips, they wrote a letter to state their position. Students used graphic organizers to help with their research and used peer checklists to review their classmates’ work. Students used a checklist along with the rubric in order to allow them to take active ownership of their learning. They used these tools as a guide for completing the project. Students’ final written projects were articulate and clearly explained the process they used. The projects even included artwork to give the readers a complete view of their work. During the student meeting, students were able to articulate their knowledge of the rubric using language such as “novice” when referring to a level one and “apprentice” when referring to a level two. This showed the students are active participants in their learning and they are comfortable with giving and receiving feedback about their work. This made a good impression on the reviewer since student-centered learning is a major goal.

Lehman Lecture with Dr. John King and Spring “Focus on Education” Events

Speaker: Dr. John B. King, Jr., President and CEO of the Education Trust

Title of Speech: Leveling the Playing Field: Closing the Achievement Gap in the Nation’s Schools and Universities
Date: April 10, 2018 at 4pm
Location: Lehman College Lovinger Theatre
About Dr. John B. King Jr.

RSVP: by April 2

School of Education Activities or Co-sponsored Events Supporting the Lehman Lecture

April Events

@ Lehman
Aesthetic Education and Social Imagination: Celebrating the Maxine Greene Collection at Lehman College

Exhibit Open: April 10-April 25th
Time: Daily, during library hours
Location: Leonard Lief Library Gallery

On Being Maxine Greene

Speaker(s): Film Showing and reception
Date: April 12th, 2018
Time: 6:00 -7:30
Location: Leonard Lief Library Fine Arts Classroom

@ CUNY Graduate Center
Culturally Responsive Education: A Necessity for Equity and Excellence with Dr. Geneva Gay

Date: Thursday, April 12, 2018
Time: 7:00pm – 9:00pm
Location: CUNY Graduate Center, NY, Segal Theater

Dr. Geneva Gay is nationally and internationally known for her scholarship in multicultural education. She is the author of numerous articles and books, including Culturally Responsive Teaching, which received the 2001 Outstanding Writing Award from the American Association of College’s for Teacher Education (AACTE).

FLYER: Culturally Responsive Education: A Necessity for Equity and Excellence

May Events

4th Annual Restorative Practices & Transformative Justice Conference: Challenges and Opportunities

Date: May 4, 2018 
Time: 7:30am – 5:30pm
Location: Lehman College, CUNY
Registration (no register fees for students or faculty or staff) and conference information

For additional information, contact David Fletcher  –

#curriculumsowhite: Teacher Education’s Responsibility for Racial Justice in Schools

Speaker: Dr. Bree Picower- Montclair State
Date: May 15, 2018
Time: 6:30pm
Location: To be announced

FLYER: Teacher Education’s Responsibility for Racial Justice in Schools

Description: In this talk, Dr. Picower will share recent examples of racist curriculum that have gone viral over social media. Rather than seeing these as isolated occurrences, Picower will situate these examples in the broader context of historical and institutional racism and its role in US schooling. The presentation lifts up the responsibility of teacher education in the production and enactment of racist curriculum and asks what role teacher education must play in working toward racial justice in schools. Through a close examination of pre-service teachers’ racial ideology and the curriculum they ultimately end up teaching, this presentation provides concrete strategies on how teacher education can interrupt patterns of racism in schools.

NYCWP Teacher-to-Teacher Conference

Keynote Speaker: Imbolo Mbue – NY Times best-selling author, Behold the Dreamers
Date: May 19, 2018 
Time: 8:00am – 3:00pm
Location: East Dining Room, Music Bldg., Lehman College, CUNY
Registration and conference information

February 2018

Voices From Inside & Outside the Walls: The Power of Education, Leadership & the Arts

Event: Movie Dramatic Escape, Pizza and Conversation with Rehabilitation Through the Arts Alumni
Date: February 28, 2018
Time: 5:30 – 7:45 pm
Location: Music Building, Faculty Dining Room, RTA & Lehman Program Details >>






March 2018

What is Choice? Who Benefits? Wanting In (Charters & High School Admissions) & Opting Out (High Stakes Testing)

Speaker(s): Jamaal Bowman (Founding principal, CASA Middle School)
Dr. Madeline Pérez De Jesús
, Associate Professor, Dept. of Social Work & Equitable Community Practice, University of St. Joseph and
Dr. Ric Campbell, Executive Director & Co-Founder of the South Bronx Early College Academy Charter School
Moderated By: Dr. Deborah Shanley, Interim Dean, School of Education, Lehman College
Discussion: Dr. Rosa Rivera-McCutchen, Associate Professor, Educational Leadership, Lehman College

Date: March 12, 2018
Time: 7:00pm – 8:30pm
Location: Faculty Dining Room – School Choice March 20 2018 Flyer

“It’s Never Too Late:” Adult Learners Discussing Their Experiences – a Panel and Community Discussion

Speaker(s): Panelists – Adult learners Discussing Their Experiences
Date: March 13, 2018
Time: 10am – 12:30pm
Location: Music Building, East Dining Room – Adult Literacy at Lehman College “It’s Never Too Late” Flyer

Life-Numbing Lessons: Teaching in the Pain, Drama and Circumstance

Date: March 20, 2018
Time: 4pm – 6pm
Location: Faculty Dining Room

Join the New York City Writing Project and Frederick Douglass Academy III teachers and students for a workshop and panel discussion. The discussion will focus on the connections among teaching, learning, and living in the Bronx. Mr. William Green, Chemistry and Forensics teacher, will share the lessons he has learned as student and teacher. Dr. Christopher Emdin, Associate Professor in the Department of Mathematics, Science and Technology at Teachers College, Columbia University, one of Mr. Green’s teachers, will be our special guest for the evening.
Join us for this important conversation to learn more about:
• lesson planning in the sciences
• using Dr. Emdin’s reality pedagogy in your practice
• strategies for teaching new language learners in the science classroom
• why students value these approaches and how they achieve some of the highest pass rates on the Chemistry Regents in the NYCDOE


Teaming Up Together for Turkey Trot & Lehman L.I.F.E. Student Volunteers!

Teaming up together with students, staff, faculty and administration from the School of Education, Center for School/College Collaboratives, Provost Office, Budget Office, Admin/Finance, Office of Online Education and National Society of Black Engineers, we surpassed last year’s fundraising goals and raised $2,000! Every penny of the proceeds provides students with travel scholarships for Lehman L.I.F.E. Alternative Break programs, where they serve communities in need and develop a sense of global citizenship.


Winter Break 2018: Students will travel to Apopka, FL to volunteer at the Hope Community Center with migrant farm workers and undocumented youth.

Spring Break 2018: Lehman students will volunteer in Nicaragua with Global Medical Brigades providing support, leading workshops and learning from medical professionals in the community.

Summer of 2018: Students will travel to Malawi and build Lehman’s own school with the community! Also for the first time ever, Lehman L.I.F.E. will be tied to a Credit Bearing course: A writing intensive senior seminar focusing on “Global Africa,” taught by Lehman’s own School of Education Faculty, Immaculee Harushimana and Faith Muturia!

Kudos and thanks to everyone who also participated in the Annual Turkey Trot! Always fun on the field! Save the Wednesday before Thanksgiving to join us next year!

Turkey Trot photo of faculty on stepsTurkey Trot photo of faculty and staffTurkey Trot photo of provost and facultyTurkey Trot photo of provost and studentsTurkey Trot photo of faculty and staff and awardTurkey Trot photo of staff and awardTurkey Trot photo of administrator and staffTurkey Trot photo of NSBE studentsTurkey Trot photo of faculty and staff

Congratulations to TESOL Graduate Robert O’Leary Selected as English Language Fellow

We are pleased to announce that Robert O’Leary, Lehman College TESOL graduate, is among the 140 U.S. citizens selected for an English Language Fellow project by the U.S. Department of State in 2017-2018.  He will be spending the year at the Ministry of Education, in Lima.

Candidates are selected based on a carefully considered match of applicant experience to project needs. One of the most important criteria is always the candidate’s credentials in the field of TESOL, and being a graduate of your program was an important factor in this selection.

The English Language Fellow Program is the premier international exchange program that allows American English teachers to enact meaningful and sustainable changes in the way that English is taught abroad. Through projects developed by U.S. Embassies in more than 80 countries, Fellows work directly with local teachers, students, and educational professionals to improve the quality of English language instruction offered at prestigious universities and other academic institutions. English Language Fellows are counted among the more than 50,000 individuals participating in U.S. Department of State exchange programs eachyear.

Since 1969, the English Language Fellow Program has sent thousands of TESOL scholars and educators abroad to promote English language learning, enhance English teaching capacity, and build relations between the United States and other countries. On assignment, Fellows conduct teacher training, teach English, develop resources, and organize events and conferences. These projects are challenging and the teachers selected represent the best of the U.S. TESOL community. In return, the program provides professional development opportunities to help participants experience different cultures and build skills that can greatly enhance their TESOL careers back home.

For further information about the program, please visit the websites of the English Language Fellow Program and the U.S. Department of State.

2017 Lehman College School of Education Commencement!

The smiles of our 2017 graduates and faculty speaks volumes! Pride and joy was palpable, family and friends were in the crowd, the temperature was perfect as our School of Education graduates looked sharp in cap and gown at Lehman’s 2017 Commencement. Lehman News reported the 49th Commencement — the first for President José Luis Cruz — was a day of hope and dreams and was an amazing success.


Photo display includes graduates, faculty, administrators, staff, college assistants, Buildings & Grounds crew, other department faculty… Enjoy!

Here are just a few:

NYC Men Teach Scholars Visit National Museum of African American History and Culture

Reflections from Larry Patterson, Program Manager, NYC Men Teach @ Lehman College
What the museum signified to me was that Africa finally came for its lost brothers and sister. As you approach the museum from Connecticut Avenue and the building reveals itself, it looks like the bow of a majestic ship where the corners meet. A ship that has crossed the Atlantic to reclaim the human “cargo” that was lost to the triangular slave trade eons ago. It is a magnificent edifice, the scale of the structure is awe inspiring. It seems to represent the scope and prominence of the people whose stories are contained within its walls.

Reflections from Fatima Sherif, Program Director, NYC Men Teach @ Lehman College
Lehman College and Bronx Community College recently partnered to bring NYC Men Teach Scholars to the National Museum of African American History and Culture. It was a life changing experience for many of our scholars and an opportunity that allowed them to reflect upon their “Teacher Identity.” As future educators it’s important that students develop their teacher identity and see their communities as classrooms. Visit a Museum, visit another school, engage in meaningful conversations regarding education.

Upon NYCMT scholars returning from Washington D.C., scholars had the opportunity to speak with Phil Weinberg, Deputy Chancellor for Teaching and Learning at the NYC DOE.  New York City’s Department of Education. NYCMT Scholars asked questions about the State Certification Exams, provided feedback on ways to improve cross cultural pedagogy, and were invited to visit the central office next semester.

Joining Mr. Patterson and Ms. Sherif were scholars: Musa Trawalleh, Corey V. Sapp, Elisa Cruz, Romello Rashad (BCC), Robert Rivera (BCC), Alderson Magloire (BCC, Program Director).    

Buildings & Grounds Employee Recognized at School of Education’s LUTE Honors Ceremony

A Tribute to Lehman Employee from 1969 – 1992

By Dr. Abigail McNamee
Award presentation speech

I thought that I would say that I am pleased to give this next award.  Pleased, however, is too weak a word.  Sometimes professors and administrators experience a time when they feel great joy professionally and personally.  This is one of those times for me as I present this special LUTE (Lehman Urban Transformative Education) award.  The receiver of this award did transform education.  He is in the room, but does not know that he is an award recipient.

Victor Morales began working at Lehman in 1969.  He was then a custodian with responsibility mainly for the library and gymnasium.  At the time, there was no Apex, no concert hall, no separate library.

Mrs. Morales worked at the Rose Marie Reed bathing suit factory.  Two working parents with a four, then five-year-old daughter.  What decision could they make for her care while they worked? There was no Universal pre-K for fours and Kindergarten was half day.  There were concerns about trusting other people to take care of their daughter in day care or Head Start.  Mrs. Morales could not take their daughter to the factory.

So…it was decided that Mr. Morales would take her to work at Lehman. He put her in one of those big canvas carts on wheels and rolled her through the tunnels as he worked in the Old Gym Building and Shuster Hall. She experienced it as a joy ride, sitting on top of the paper trash.

Some days it was not possible to take her everywhere with him.  On those days he took her to the library, which was then in Shuster Hall, and left her among the books and Peggy, the tall, brash, Irish librarian. He didn’t know where the children’s books were, so his daughter sat among the maps and looked through atlases, medical books, and anything else that had pictures…until Peggy introduced her to the children’s books.

If she behaved, her papi took her to the White Castle on Fordham Road on the way home.

Mr. Morales retired in 1992.

His daughter entered Lehman as a freshman in 1989, three years before he retired.  She met her husband Tom that summer in one of the Carman Hall Lecture rooms.  He was a Poli Sci Syracuse student taking a summer course.  She was a Psych major minoring in Early Childhood. When she went on for her master’s degree in early childhood I was her child development professor and  thesis advisor.

Coming to Lehman while her father worked transformed her education.  His daughter is our Yasmin Morales-Alexander. [See full LUTE Honors Reception]

Her work at Lehman, which you heard, has transformed the education of many more.

Mr. Morales, we thank you, so very much.

Would you come up and bring your girl…