Candidate for ed chief

Regents narrow their choices for New York’s next education chief

Updated — The search for New York’s next education commissioner could wrap up this week, as final candidates have emerged and the Board of Regents has scheduled a last-minute meeting for Tuesday afternoon.

In contention are a mix of superintendents from inside and outside New York state, according to multiple sources. Two of the final candidates, though not the only two, are Christopher Koch, Illinois’s longtime superintendent who stepped down in April, and Dan White, a superintendent for a Western New York region that serves suburban districts.

It’s unclear how many candidates are among the finalists for the state commissioner post, a job that has been unfilled since John King left for the federal education department at the end of 2014. At least one person from outside New York with experience as a district superintendent is also said to still be in the running.

The chosen candidate will oversee the State Education Department at a moment of transition for education policy in New York. He or she will face a department without the extra millions of federal money it had been spending since 2010, a growing movement of parents opposed to state testing, wariness from school districts facing fresh changes to teacher evaluations, and a changing Board of Regents, which oversees the department.

“We need someone who can manage organized change in an effective way,” Regents Chancellor Merryl Tisch said of the commissioner search last week.

The two known finalists, Koch (pronounced “cook”) and White, are leaders with different kinds of leadership experience. But people who worked closely with the men described them as knowledgeable and practical.

Koch wrapped up a nearly nine-year reign as Illinois’ education chief in April, one of the longest tenures of state education leaders during that period. As the state’s education steward through its Race to the Top era, he worked to introduce new teacher evaluations, boost learning standards, and lower passing scores on state standardized tests — policies that have been rolled out more slowly and thus with much less acrimony than New York’s similar shifts.

“New York would be lucky to get him,” said Robin Steans, executive director of Advance Illinois, a group that advocates for many of those policy changes.

Koch didn’t steer entirely clear of controversy during his tenure. He was among several state chiefs who accepted trips paid for by the charitable foundation of the publishing giant Pearson, which had $138 million in contracts with Illinois, according to the New York Times. New York State Attorney General Eric Schneiderman investigated similar trips made by New York officials, but found no evidence of wrongdoing.

Koch is now serving as the interim president of the Council for the Accreditation of Educator Preparation.

White helms the Monroe County’s Board of Cooperative Educational Services, which provides special academic and support services to students across districts in Monroe County, a position he has held since 2008. As chair of the Monroe superintendents, who oversee the districts surrounding Rochester, White has had exposure to state-level policymaking and met monthly with Tisch and King in Albany.

White was previously a school counselor, a principal, and superintendent of Perry Central School District, an 800-student district south of Rochester.

The candidate the Regents choose will act as the chief executive officer of the State Education Department, an agency of more than 2,600 employees with a $30 million budget. The department shapes education policy for nearly 700 school districts, including New York City. It also oversees the state’s public colleges, libraries, museums, and broadcasting stations, and provides licenses for 52 professions.

Like most high-profile executive searches, details of the process are kept secret until a candidate is picked. State education officials declined to comment on possible candidates.

“The committee is in the final stages of its work,” said Regents Vice Chancellor Anthony Bottar, who is heading the search committee.

The Regents formally launched the hiring process in early February, a little over a month after King resigned after three-and-a-half years on the job. King’s tenure was marked by controversy around the how quickly the state moved to make significant changes to its teacher evaluations and its standardized tests.

Since his resignation, the state’s education policy debates have only become more heated. Gov. Andrew Cuomo has focused his attention on education issues, passing a controversial new evaluation law that included an overhaul of teacher evaluations and dozens of other policy changes. Last October, he vowed to dismantle what he called the state’s public-education “monopoly,” infuriating teachers unions and local districts.

Meanwhile, nearly one-third of the 17 members of the Board of Regents were elected in the last 14 months. The new members are vocal critics of the policies implemented after New York State won $700 million in federal Race to the Top grants in 2010, which compelled states to overhaul their teacher evaluations and teacher preparation programs and raise learning standards.

Now, the federal grant money has been spent, and pushback from districts and teachers unions has swelled.

“This is probably one of the toughest times ever to become a state chief,” said Andy Smarick, a partner at Bellwether Education Partners, the nonprofit education consulting group. “New York is particularly difficult because you have a governor who’s out front on many of these issues and a Board of Regents that’s challenging.”

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.