Join the New York City Men Teach Movement!

NYCMenTeachIn a city where the majority of the 8.4 million inhabitants are people of color, it is important that such diversity is reflected in New York City classrooms. Diverse cultures, perspectives, and realities are the backbone of our great City and inform every aspect of our daily lives. Yet, far too many young people in our City—especially young men of color—will never see someone who looks like them at the chalkboard.     If we’re going to be serious about addressing inequity, diverse teachers must be a part of the overall strategy.

In January 2015, Mayor Bill de Blasio, in conjunction with New York City’s Young Men’s Initiative, made a bold pledge: NYC will develop new initiatives and programs aiming to put an additional 1,000 men of color on course to become NYC public school teachers over the next three years!

The Young Men’s Initiative, together with Department of Education, City University of New York, Center for Economic Opportunity, and Teach for America, excitedly launches New York City’s Men Teach Movement (NYC Men Teach) to unite Black, Latino and Asian men committed to educating today’s diverse student population; supporting each other’s professional and leadership development; and empowering the communities they serve.

Why Diversity Matters

In New York City, only 8.3% of the entire teacher workforce is made up of Black, Latino and Asian men while male students of color make up 43% of the entire public school demographic.

For U.S. children, youth of color will be the majority by about 2020. Yet their classrooms—which are the bridges to opportunity, access, and success—still need more diverse instructors. And it’s not just about teaching! Research shows that students benefit from being taught by teachers with similar life experiences, creating a positive learning environment and leaving a profound impact on students’ grades and self-worth. Classrooms are also the major cultivators of tolerance, understanding, and appreciation of diverse cultures and backgrounds. NYC MEN TEACH looks to ensure that all of New York City’s young people have diverse role models, teachers, and mentors that represent the pride of New York City: DIVERSITY.

Teachers Matter!

NYC MEN TEACH believes that a well-supported educator results in a better learning experience for all students. This outreach and recruitment strategy provides support aimed at keeping teachers of color in schools for at least three years.   Right now, we are building out our Principals and Mentor Networks, and seeking counsel on culturally-relevant professional and leadership workshops, and identifying unique opportunities for participants to change the education landscape. NYC MEN TEACH is not only about students. We are also invested in YOU!

Equal Employment Opportunity Statement

NYC Men Teach does not discriminate based on race or gender. All programs and activities of the NYC Men Teach program are open to all eligible applicants, without regard to race, gender, national origin or other characteristic protected by law.


Lehman College, CUNY

Contact: Fatima Sherif
Academic Student Support Manager

Location: Lehman College-Carman Hall B26
250 Bedford Park Boulevard West
Bronx, NY 10468
Telephone: 718-960-7702
Email: Fatima.Sherif at

In Memory of Iris Gonzalez-Cordova The School of Education Contributed A Record $850.00!

TurkeyTrot Team RuthTurkey Trot Sadik Lieman TurkeyTrot Abby McNamee TurkeyTrot Fatima Irene Carmen TurkeyTrot Fayne Gottlieb Pinhassi Jackson TurkeyTrot Fayne Qian TurkeyTrot McNamee TurkeyTrot Prince Fletcher  TurkeyTrot Rojas Garcia TurkeyTrot Sheila Danielle Limor Barbara Karen TurkeyTrot Stuckart Jones Peach TurkeyTrot Team School of Education TurkeyTrot Vasquez Sadik Lieman TurkeyTrot1TurkeyTrot Team outsideTurkeyTrot Qian Trophy

Brooklyn Town Hall Meeting Re: Teacher Certification Exams!

How do you feel about the new teacher certification exams?


New York City Teacher Certification Meeting with Regents on the Higher Education Committee

RSVP: (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.

Important field test opportunity for the NYSTCE program

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
Health Education
Physical Education
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:

Thank you for your assistance in the development of the NYSTCE program.

Questions? Contact:

(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.

Fellowship Opportunities Around the Globe for Recent Education Grads

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:

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:
Support PiLA via AmazonSmile:
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 Visit

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.









01 FARM Special Ed

18 UPK Kim-Fran
















17 Video Leslie-Aliex



























06_MotivatingUrbanMinorityStudents 11_STEMELL 10_NoyceTeacherBeliefs















































15 Counselor Ed_Laura

























19 Using Data Aliex








20 PDS









Restorative Practices

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:

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.