A close-up look at NYC education policy, politics,and the people who have been, are now, or will be affected by these actions and programs. ATR CONNECT assists individuals who suddenly find themselves in the ATR ("Absent Teacher Reserve") pool and are the "new" rubber roomers, people who have been re-assigned from their life and career. A "Rubber Room" is not a place, but a process.
Does Mayor de Blasio support systemic fraud in the city’s schools?
If not, he’ll fire his schools chancellor, Carmen Fariña. Pronto.
As The Post has been reporting, the schools under Fariña are perpetrating rank deception — against students, parents and city taxpayers.
Melissa Mejia is only the latest, most powerful example.
Mejia, 18, complained in Sunday’s Post about passing her Government class at William Cullen Bryant HS and so “earning” her diploma, even though she rarely showed up for the class, didn’t hand in her homework and missed the final.
She was cheated of the education she was owed. And she knew it.
The next day, her teacher, Andrea McHale, told The Post: “If we don’t meet our academic goals, we are deemed failures as teachers. There is a tremendous amount of pressure on us as teachers.”
In today’s Post, a Bryant math teacher, Mary Bozoyan, says there “absolutely” is such pressure, and calls Mejia a “hero” for exposing the truth.
And Bryant teacher Peter Maliarakis speaks to how that pressure builds. “The state, the city, the mayor, the chancellor all look good with an inflated passing rate,” he notes.
He says Bryant’s principal, Namita Dwarka, “has quotas in place where we have to pass a certain number of kids to make her look good — whatever percentage [the Department of Education] expects from her.” And Dwarka “is obligated to fulfill those mandates if she wants to keep her job.”
Fariña’s DOE pressures principals to produce high passing rates — but not to get those rates by actually teaching the kids.
In fact, these scandals are just an extension of official policy.
Rather than rely mainly on test scores, grades and other clear measures to see if a student is ready to advance, Fariña OK’d “a comprehensive evaluation of student work using multiple measures.”
That gives teachers and staff plenty of room to find excuses to pass kids along, no matter how little they’ve learned.
It’s called “social promotion,” an old practice that does kids no favors. It sends students like Mejia into the working world or college without the skills they need to thrive. Inevitably, many (particularly poor, minority kids) can’t cope.
Team Bloomberg clamped down on social promotion. But Fariña & Co. brought it back.
Why? To protect teachers and staff — and Fariña herself — from getting caught out as they fail to educate kids properly.
It adds up to endemic fraud — perhaps criminal fraud. It certainly merits some real investigation — not just by the school system’s investigator but by a DA or the state attorney general.
Heck, call in US Attorney Preet Bharara, who’s famous for attacking New York corruption — a category that surely must include rampant fraud in the schools. (The schools get plenty of federal funding, which is enough to give him jurisdiction.)
This corruption is particularly perverse when mayoral control leaves City Hall responsible for the schools’ performance.
If voters see the schools failing to educate kids, they can vote the mayor out of office. But if schools fake doing a good job — cooking up high pass rates — many voters won’t see the failure.
The bottom line: Fariña & Co. don’t want to improve the schools if it means demanding more of the adults — teachers and staff. Yet they also don’t want the blame for the massive failure rampant throughout the system.
So they lie, fudge, cheat. And kids suffer.
If Mayor de Blasio doesn’t fire the key culprit — Carmen Fariña — then he must approve of this crime against the public. In which case he doesn’t deserve control of the schools.
State Controller Thomas DiNapoli released a report showing that the city Education Department failed to report 400 incidents at public schools.
The city Education Department failed to report hundreds of violent incidents at public schools as required by law, according to a new audit released Wednesday by state Controller Thomas DiNapoli.
The state-mandated SAVE Act requires officials to report violent and disruptive incidents so that officials can intervene at city schools if their safety is threatened.
“Every child has a fundamental right to an education in a safe environment,” DiNapoli said Wednesday.
The city failed to report a whopping 400 incidents at 10 city schools across the five boroughs that were included in the 2011-13 audit, DiNapoli said.
Of the incidents the city failed to report, 126 were defined as violent, including assaults, sexual offenses and weapons possession, officials said.
City Education Department officials disputed the findings, saying the controller’s office misclassified the incidents.
The controller also determined that students ditched class without permission on 184 occasions during the same period, officials said.
Alarms to combat the problem will be installed on 21,000 doors inside 1,200 schools at a cost of $5.5 million by 2016, officials said.
‘Raising the success rate of our students is the only goal,” said Carmen Fariña the day then-Mayor-elect Bill de Blasio announced that she would head New York City’s 1.1 million-student public-school system.
One way or another, she might’ve added.
Because Susan Edelman, Carl Campanile and other Post reporters keep digging up flagrant proof of fraud at school after school.
Carmen Fariña is dedicated to the appearance of success, if not its achievement.
Fariña’s direct, personal culpability in the test-fixing shenanigans that Edelman and Campanile have so ably reported over the past several weeks no doubt is minimal.
But responsibility for the scandal is hers, and Mayor de Blasio’s, and they must answer for it.
Fat chance that either will recognize it, though.
That’s because each is totally invested in public education the way it used to be, before Mayor Mike Bloomberg bludgeoned Albany into granting him substantial — if not total — operational control of the system.
Reform followed — glacially, perhaps, and incompletely.
But it was real.
From 2005 to 2013, the city’s four-year-high-school graduation rate jumped by more than 40 percent, while its dropout rate halved — imperfect metrics, perhaps, but telling nevertheless.
And when Albany toughened its performance tests four years ago, scores in New York City dropped — but not nearly as sharply as in other urban school systems in the state.
Nevertheless, de Blasio & Co. have never missed an opportunity to criticize the Bloomberg reforms — and to promise to reverse them.
That’s because those reforms profoundly threaten the chief impediment to positive public-school change in New York City: the United Federation of Teachers.
Bloomberg championed teacher accountability, as measured by student performance, as well as alternatives to the old ways — in particular, charter schools.
Fariña, whose grandmotherly public demeanor masks startling private bluntness, is coy about accountability — promising to “take the temperature down around testing.”
Translation: We want no part of accountability testing.
Neither is she interested in charter schools — except to throttle their growth.
That’s to be expected from someone with more than four decades invested in the old ways — a former teacher who worked her way through the ranks all the way to a brief stint as a deputy schools chancellor in the Bloomberg years.
That the Bloomberg gig was a bad fit regarding reform is underscored by Fariña’s long policy association with bitterly anti-reform activist Diane Ravitch — said to wield substantial influence at the Department of Education now.
Then there is UFT President Michael Mulgrew’s enthusiasm for Fariña. “Carmen is a real educator. She has a deep knowledge of schools and our system and is on record criticizing Mayor Bloomberg’s focus on high-stakes testing,” he said at her appointment. “We look forward to working with her.”
So far, the association has been a winner for the union, which quickly secured a multiyear contract so lavish the raises alone won’t fully be paid for until 2020.
The mayor, of course, is mainly responsible for that lopsided contract. But it was just ducky with Fariña, the ostensible manager who got no management reforms whatsoever in return for the pay hikes.
But why would she want them? Who needs management prerogatives when the union is running the show anyway?
De Blasio is still smoldering at his rough treatment by Gov. Cuomo and the Legislature last month — especially over Albany’s refusal to grant him full, unfettered control over the schools.
So far, the mayor has done little to earn that sort of power — again, essentially aligning himself with the UFT and other anti-reform elements.
Nothing dramatizes that more than his hiring of Carmen Fariña in the first place — just as nothing will demonstrate his continuing unfitness to run the schools more clearly than permitting her to sweep the fraudulent-graduation scandals off into a corner.
It may not seem so to de Blasio, but he has another credibility crisis on his hands.
When you have a problem with the New York City Department of Education, who do you go to?
UFT President Mike Mulgrew, NYC Mayor Bill de Blasio, NYC DOE
Chancellor Carmen Farina
If you are a parent of a child with special needs (an IEP, a 504 Plan, or other related service providers) you would go to the Committee on Special Education for your district.
If you want to ask for an Impartial Hearing to obtain public funding for a private school for your child when the NYC DOE does not give your child a free and appropriate public education, you send an email/letter to the Impartial Hearing Office and to the New York State Education Department. (Full disclosure: I represent parents and children at Impartial Hearings as the Parent Advocate).
For suspensions and Office of Hearings Online (SOHO) database you can contact the Office of Safety and Youth Development (no one will tell you that the SOHO reports exist, parents and teachers are forbidden from seeing these discipline histories even for their own children). See here as well, Chancellor's Regulations A-450. (Full disclosure: for 9 years I represented parents and their children at suspension hearings, and these hearings are a farce, designed to punish children - especially special needs children - for having a disability. Think about suing.)
For violence in the classroom committed by students:
*if you are an administrator, you contact the Office of Special Investigations by sending an email to them in the Online Occurrence Report (OORS). By doing this, you are setting in motion the process I have written about in my article The Gotcha Squad. When OSI gets involved, their mandate is to create paperwork that says the violence in the classroom was committed by the teacher, not the student. This paperwork will be used in charging the employee if he/she is tenured, with 3020-a; if he/she is a probationary teacher, this person will receive a letter of discontinuance saying that the reason is that he/she harmed a child in his/her classroom. There is no option to receive a hearing within the DOE. The reason is that the NY State Education Department keeps a record and publishes this record of the State's most violent schools. Principals do NOT want to be on the VADIR list. They get bonus points for getting rid of the teacher as the culprit, instead.
*if you are a teacher, the best thing to do if you are assaulted in the classroom or a child is hurt in a fight, is to call 911 and get a police report. You most probably will be charged with something for doing this, but if you dont do it, and the principal gets a report into OORS, you will be charged with committing the harm. It's a catch 22.
And who do you contact if you have a big problem that no one will solve for you? The media.
The TWEED building, NYC DOE headquarters
52 Chambers Street, Manhattan
You thought that I would say UFT President Mike Mulgrew? No, he does not read or reply to any members' emails or letters, unless you have a personal relationship with him. I know. I used to work there.
As part of the New York City Department of Education, staff in the Chancellor's Strategic Response Group (CSRG) responds to correspondence written to the Chancellor. Staff in the CSRG works on the Chancellor's behalf to research, coordinate and respond to inquiries received from the NYC school community regarding policy and actions of central and district offices, as well as individual schools within the school system. As part of the Department of Communications, CSRG staff also works closely with the Offices of Public and Community Affairs, Intergovernmental Affairs, and Family Engagement to address issues raised by constituents at school/community meetings and events."
By JULIA LEVY, Staff Reporter of the Sun | February 8, 2005
In the old days, when someone wrote an e-mail or a letter to the schools chancellor, a clerical worker in the chancellor's correspondence unit would forward the message directly to the closest thing the Department of Education has to the Bermuda Triangle: the district offices.
Not anymore.
About a year ago, the schools chancellor, Joel Klein, quietly renamed the office that handles his correspondence and gave it a new set of responsibilities. The new unit, called the Chancellor's Strategic Response Group, is a "team of problem-solvers," its director, Terry Bowman, said.
"I wanted to make sure that when parents wrote in they got responses - that they didn't just get shuffled through the system," Mr. Klein said.
The seven-member team works on the first floor of the Tweed Courthouse, on Chambers Street. In a corner of the office, on a stand-alone dry-erase board, "The Big List" is written in colorful marker.
The first rule is "Everyone gets a Response." That's a lot of responses.
Mr. Klein responds to some of his own mail. But even once he writes back to some of the principals, teachers, and parents who contact him, there are still between 1,000 and 1,200 messages a month left for the Strategic Response Group, not including condolences, thank-you notes, and invitations. The majority of the letters, e-mails, and phone calls come from the parents of students who attend public schools. Other messages come from students, teachers, public officials, and citizens of places as far from the city as Arizona and as close as Long Island.
Mr. Bowman said some of the messages are compliments about programs or policies that are working in the schools. Most messages, though, are complaints.
"Education is serious business to people," he said. "The majority are serious problems for people that need solving."
When someone contacts the chancellor's office, the Strategic Response Group enters the complaint into a newly developed computer system. If someone sends a letter, someone in the office scans the letter and makes it part of the electronic records system.
"Rather than writers going through a loot of hoops, complaints are tracked," Mr. Bowman said. "It's about accountability, responsiveness, and consistency."
About half of the messages that come through the office are pointed questions about local issues at specific schools. Those messages are forwarded to one of 10 regional offices, and there are follow-ups to make sure the region responds.
The other half, which deal with central education department policies, is divvied up between the chancellor's strategic responders.
People ask frequently about transportation to and from school, human resources, and registration. Students' questions tend to be less predictable. Public-school students have written in with a range of complaints, from excessively heavy backpacks to insufficient supplies of candy in school vending machines. Some have requested lighter loads of homework, and others have demanded more.
One of the strategic responders, Taneka Miller, said she received a letter from the student vice president at a Brooklyn middle school who conducted a poll finding that the favorite lunch food is beef patties. The vice president asked that the patties be on the menu more frequently.
The office also has to handle special one-of-a-kind requests. Ms. Miller, for example, handled a request from a mother whose daughter had been beaten up on the way home from school. After a few conversations with the mother and personnel at the regional office, Ms. Miller helped the student secure an expedited safety transfer.
One of her colleagues, Thackston Lundy, helped an Ohio theater group get permission to perform a play written by a public-school theater teacher about the September 11 attacks.
Mr. Lundy has also been working with other people in the central offices of the education department to create a section of the department Web site where listings about internships and scholarships - many of which filter through the Strategic Response Group - could be posted.
"It's a matter of kind of connecting the dots," he said. "I think our goal is to know a little bit about a lot of things."
The office also deals with some quirkier issues.
For example, it helped secure an honorary diploma for a 90-year-old woman who went through the public school system when she was a girl but never received her diploma. The family was so pleased with the help it received that it sent the Strategic Response Group flowers and balloons.
It has also helped find money at the department to pay for funeral expenses of some public-school children from impoverished families.
Mr. Bowman said there is no strict timeline for responding. More urgent matters are handled first, he said, but added: "We wouldn't want anything to languish, certainly not any more than a month."
The unit's budget is $350,000, about the same as annual spending on the old correspondence unit.
I had heard about the CSRG for several years before I tried contacting someone there, and I was lucky and actually reached a person who works there.I guess she must have believed that I was an administrator, because she chatted with me for quite a while about how busy the office was, the ridiculous comments and emails she had received in the morning of that day, etc. When I asked her how she decides what to answer or when to send on an important matter to a "higher up", she told me that she just answers everything the same way and it doesn't matter what the email/letter says. Usually the person who sent the email/letter to the Chancellor never re-sends or answers the form reply.
In June, a parent whose child is desperately in need of a new school sent the reply from Ilana Rudolf of CSRG to me after the parent wrote a long plea to Chancellor Farina:
"Thank you for your email to the Chancellor on behalf of your daughter who is a registered student at J.H.S. in Manhattan. We appreciate you sharing your concerns with us.
Upon receipt of your email, I contacted Principal for information. Principal informed me you met with her and Ms. to address the concerns referenced in your letter. It is my understanding that they informed you that as the bullying incidents referenced in your email were unsubstantiated, your daughter does not qualify for a safety transfer. Additionally, Principal told me that your daughter's attendance was discussed at the meeting and school personnel recommended a re-evaluation of your daughter’s Individualized Education Program. However, I understand that you have refused a re-evaluation at this time.
Given that your daughter does not qualify for a safety transfer, I strongly recommend that you continue to work with Principal , the District Family Advocate, Ms. , and school-based personnel, as they are in the best position to address your concerns. Moreover, please be advised that the Department of Education strongly urges parents to ensure that their children are attending school at least 90 percent of the school year, as attendance factors heavily into student progress and promotion.
I hope this information has been helpful. Thank you again for writing to the Chancellor, and I wish you and your family a safe and relaxing summer.
Sincerely,
Ilana Rudolf
Communications Associate
Chancellor’s Strategic Response Group
NYC Department of Education
52 Chambers Street, Room 215, New York, NY 10007
At the New York City Department of Education, anyone who plays along with the prevalent policy of the day (policies change, and employees hoping to stay employed change with them without question) gets promoted, coddled, rewarded, and benefits+.
The renewal policy will be, I believe, the newest disaster to hit the health, safety and welfare of the children trying to get a good education in NYC public schools.
Similar to the secret intent of the Workshop Model - namely to get rid of teachers - renewal is another name for "ditch the bad". Yes, all readers, it was our very own Carmen Farina who created and pushed the Workshop Model with its ridiculous scripts for teaching on the New York public school system, starting at PS 6 in Manhattan. Luckily, for purposes of having the right to say it doesn't work, I was at PS 6 when the Workshop Model destroyed the learning of the kids and the careers of the teachers.
I wrote an article about my youngest daughter's distress over TERC math, the fuzzy anti-learning policy also implemented also so that teachers and students could fail in higher order thinking in math concepts.
At PS6, what a group of parents and I did was to take the homework, work with our children to do the math in the traditional way, then put the hats over the numbers and scribble "work" onto the page that looked like we were getting the answers from literally fuzzifying the process. Our kids learned math the traditional way, but handed in fuzzy work to please the teachers, all of whom were told by Carmen Farina to punish any child not doing the homework the fuzzy way. (source will not be disclosed) Carmen ended the Gifted and Talented program at PS 6 because "all kids can learn" and a level 2 or 3 is fine.
At Stuyvesant High School, a separate curriculum was established for the kids who took fuzzy math in District 2, because they had no grasp of the traditional math concepts and had to be on a separate track.
We have posted before that the words "bad" or good", "properly" or "improperly", etc., are subjective opinions. When you hear the word “incompetent”, look at the person who is writing or saying it. The word itself is situation specific. For example, if a teacher is tenured and teaches chemistry for 10 years and then the Principal assigns this person to teach high school English literature, most people would say that perhaps this person would be “incompetent” to teach that subject. When you find out that a teacher was placed in a Senior calculus class but actually is certified in teaching global history, you know something is wrong. When you hear that a teacher is “incompetent”, the very next question should be “at what?”
But the UFT ignores the contract when a teacher is placed in a classroom outside of his/her licensed content area and then is observed and given "U" and/or discontinuance.
Please Note: Position only open to
internal NYC Department of Education employees.The filling of all positions is subject to budget
availability.
Position Summary: The New York City
school system is the largest in the country, composed of approximately 1.1
million students and 75,000+ teachers in over 1,800 schools. The school renewal
program is a top-to-bottom evaluation to improve struggling schools. Renewal
Schools receive supports such as transformation into a Community School,
expanded learning opportunities, and increased professional development. 94
Renewal Schools have been identified; elementary, middle, and high schools in
need of support based on criteria including low academic achievement (test
scores and graduation rates) and low ratings on the DOE’s Quality Review.
The Executive Director of School Renewal will work intensively
with each Renewal School community over the next three years, setting clear
goals, and with support from central, hold each school community accountable
for rapid improvement. The Executive Director oversees all existing and new
Renewal Schools in New York City, serves as an advisor to the Chancellor,
Executive Superintendent of Renewal Schools and DOE senior leadership, and
liaises with internal and external partners to ensure that the Chancellor’s
vision for Renewal Schools is realized. Performs related work.
Reports to: Executive
Superintendent for Renewal Schools
Direct Reports: Director of Program
Planning and Evaluation, Director of Data, Analytics and Renewal
Accountability, Director of Programming, Director of Communication Strategy,
Director of Operations and HR, Director for Renewal High Schools, Senior Coaches
for Renewal Schools, School Renewal Program Director for High Schools
Key Relationships: Superintendents,
Executive Director of Community Schools, Directors of School Renewal,
Principals, school staff, School Leadership Teams, DOE Central staff and Deputy
Chancellors’ Offices
Responsibilities
·Provides direction, counsel, and support in a broad range of
instructional, strategic, logistical, and
administrative areas to Renewal
Schools.
·Coordinates with Executive Director of Community Schools to deepen
support for renewal schools within the community.
·Oversees school needs assessments for renewal schools across all
six elements of the Framework for Great Schools.
·Manages the Renewal Team in building capacity for cross-functional
roles by designing, implementing and providing tools and resources for
professional development.
·Identifies issues facing renewal schools, addresses road blocks,
and ensures that issues are seen through to resolution.
·Serves as an advisor to the Chancellor, Executive Superintendent
and DOE senior leadership on Renewal Schools to set policy for renewal schools.
·Manages a variety of special projects that require a high degree
of research and analysis; evaluates results and presents recommendations to
Executive Superintendent to be used as a basis for policy decisions.
·Supports the Superintendents and principals and ensures that best
practices are utilized in a seamless and coordinated fashion throughout the
Renewal Schools.
·Oversees the design, delivery and implementation of workshops and
professional development related to accountability, special education,
operations, instruction, data, assessment, teacher quality and strategies that
accelerate student achievement in Renewal Schools.
·Supports Principals capacity-building efforts around resource
optimization, strategic staffing, and effective operational practices that
impact and accelerate student achievement.
·Support Superintendents in recruiting and selecting new
principals/leadership.
·Provides guidance and support to Renewal Team regarding management
of their teams and meeting their goals and targets.
·Works collaboratively across central offices to ensure consistent
and effective application of best practices, developing key relationships to
ensure the smooth flow of information and work processes for Renewal Schools
Qualification Requirements:
Minimum
Must currently possess a New York State Certification as a School
District Administrator (SDA) or School District Leader (SDL).
Plus
·Prior successful school leadership experience in a diverse urban
setting.
Preferred
·Successful central policy making experience in managing a
multifaceted complex organization.
·Experience in supporting organizational change and school
turnaround.
·Excellent and effective communication skills, including the
ability to organize facts and present information and figures in a clear,
concise and logical manner, both orally and in writing.
·Strong leadership, teamwork and influencing skills, with
experience in managing project teams at all levels in a cross-functional,
diverse and changing environment.
·Experience in effective program design, development and
implementation.
·Strong ability to evaluate and provide feedback to ensure the
alignment of program goals and DOE instructional priorities.
Salary:$144,315+
Please be sure
application includes cover letter and your 6-digit file number
Applications will be
accepted through August 12, 2015 at 3:00PM.
Please Note: Position only open to
internal NYC Department of Education employees.The filling of all positions is subject to budget
availability.
AN EQUAL OPPORTUNITY EMPLOYER
It is the policy of the Department of Education of the City of New
York to provide educational and employment opportunities without regard to
race, color, religion, creed, ethnicity, national origin, alienage, citizenship
status, age, marital status, partnership status, disability, sexual
orientation, gender (sex), military status, prior record of arrest or
conviction (except as permitted by law), predisposing genetic characteristics,
or status as a victim of domestic violence, sexual offenses and stalking, and
to maintain an environment free of harassment on any of the above-noted
grounds, including sexual harassment or retaliation. Inquiries regarding
compliance with this equal opportunity policy may be directed to: Office of
Equal Opportunity, 65 Court Street, Room 1102, Brooklyn, New York 11201, or
visit the OEO website athttp://schools.nyc.gov/OEO
Job Location
NEW YORK, New York,
United States
Position Type Full-Time/Regular New Posting Yes Readvertisement No Recanvass No District N/A
The New York City Department of Education (NYCDOE) is partnering with school leaders, staff, families and community partners across the city to transform 94 schools through the School Renewal Program.
The School Renewal Program is a call to action. The NYCDOE will work intensively with each Renewal School community over the next three years, setting clear goals and —with support from Central—holding each school community accountable for rapid improvement. The NYCDOE has selected as Renewal Schools those schools that met all three of the following criteria and four that were added per the Chancellor’s discretion:
Were Identified as Priority or Focus Schools by the State Department of Education Priority: The bottom 5% lowest-performing schools statewide Focus: The bottom 10% of progress in a subgroup
Demonstrated low academic achievement for each of the three prior years (2012-2014): Elementary and middle schools in the bottom 25% in Math and ELA scores High schools in the bottom 25% in four-year graduation rate
Scored “Proficient” or below on their most recent quality review
Building on the Chancellor’s vision, the NYCDOE is looking beyond test scores to determine where schools need to improve.
Key elements of the plan include:
Transforming Renewal Schools into Community Schools, with deepened support from and for families and community partners. Partnerships with community-based organizations will enable these schools to offer tailored whole-student supports, including mental health services and after-school programs.
Creating extended learning time – an extra hour added to the school day to give all students additional instructional time.
Supplying resources and supports to ensure effective school leadership and rigorous instruction with collaborative teachers.
Performing school needs assessments across all six elements of the Framework for Great Schools (rigorous instruction, collaborative teachers, supportive environment, effective school leadership, strong family-community ties, and trust) to identify key areas for additional resources.
Bringing increased oversight and accountability including strict goals and clear consequences for schools that do not meet them.
Here are the key next steps:
A needs assessment will be completed in each Renewal School by spring 2015 to identify specific focus elements from the the Framework for Great Schools and to develop goals for improvement.
Each School Leadership Team will work in partnership with NYCDOE leadership to create a School Renewal Plan and a road map for success.
NYCDOE leadership, school leadership, educators, families and the community must come together to support and accelerate improvement for students and staff of each Renewal School.
The NYCDOE is committed to working collaboratively as we strive to provide all of our students a high quality education to get them ready for college, careers and independent living.
P.S. 015 Roberto Clemente
Henry Street School for International Studies
P.S. 149 Sojourner Truth
Wadleigh Secondary School for the Performing & Visual Arts
P.S. 050 Vito Marcantonio
Renaissance School of the Arts
Coalition School for Social Change
P.S. 123 Mahalia Jackson
P.S. 194 Countee Cullen
P.S. 132 Juan Pablo Duarte
High School for Health Careers and Sciences
I.S. 528 Bea Fuller Rodgers School
P.S. 154 Jonathan D. Hyatt
J.H.S. 162 Lola Rodriguez De Tio
Foreign Language Academy of Global Studies
New Explorers High School
J.H.S. 123 James M. Kieran
M.S. 301 Paul L. Dunbar
Holcombe L. Rucker School of Community Research
Urban Assembly Academy of Civic Engagement
The Bronx Mathematics Preparatory School
Herbert H. Lehman High School
The Hunts Point School
Banana Kelly High School
J.H.S. 022 Jordan L. Mott
I.S. 117 Joseph H. Wade
J.H.S. 145 Arturo Toscanini
I.S. 219 New Venture School
Bronx Collegiate Academy
Leadership Institute
I.S. 313 School of Leadership Development
Bronx Early College Academy for Teaching & Learning
Urban Science Academy
New Millennium Business Academy Middle School
DreamYard Preparatory School
I.S. 339
Bronx High School of Business
J.H.S. 080 The Mosholu Parkway
P.S. 085 Great Expectations
The Bronx School of Young Leaders
Academy for Personal Leadership and Excellence
The Angelo Patri Middle School
Fordham Leadership Academy for Business and Technology
DeWitt Clinton High School
P.S. 112 Bronxwood
Globe School for Environmental Research
The Young Scholars Academy of The Bronx
School of Diplomacy
P.S. 092 Bronx
School of Performing Arts
Peace and Diversity Academy
Fannie Lou Hamer Middle School
Entrada Academy
Urban Scholars Community School
Monroe Academy for Visual Arts & Design
P.S. 067 Charles A. Dorsey
Satellite East Middle School
MS 596 Peace Academy
J.H.S. 050 John D. Wells
Juan Morel Campos Secondary School
Foundations Academy
Automotive High School
Frederick Douglass Academy IV Secondary School
Boys and Girls High School
Upper School @ P.S. 25
M.S. 584
Middle School for Academic and Social Excellence
Ebbets Field Middle School
Brooklyn Generation School
East Flatbush Community Research School
P.S. 306 Ethan Allen
Essence School
P.S. 328 Phyllis Wheatley
Multicultural High School
Cypress Hills Collegiate Preparatory School
P.S. 165 Ida Posner
P.S. 284 Lew Wallace
P.S. 298 Dr. Betty Shabazz
Brooklyn Collegiate: A College Board School
Pan American International High School
Flushing High School
Martin Van Buren High School
P.S./M.S 042 R. Vernam
M.S. 053 Brian Piccolo
P.S. 197 The Ocean School
August Martin High School
Richmond Hill High School
John Adams High School
J.H.S. 008 Richard S. Grossley
P.S. 111 Jacob Blackwell
Long Island City High School
J.H.S. 291 Roland Hayes
I.S. 349 Math, Science & Tech.
Academy of Urban Planning
New York City Department of Education .-New York, NY
$144,315 a year
Executive Superintendent forRenewalSchools. 94RenewalSchoolshave been identified; Serves as an advisor to the Chancellor, Executive Superintendent and DOE...
New York City Department of Education .-New York, NY
$107,713 a year
Assists with supporting and supervisingRenewalHighSchoolsthroughout therenewalprocess. Under the supervision of the Executive Superintendent forRenewal...
New York City Department of Education .-New York, NY
$57,517 a year
Under the supervision of the Director of Data, Analytics, andRenewalAccountability forRenewalSchools, the Data Analyst is responsible for collecting,...
New York City Department of Education .-New York, NY
$92,027 a year
Executive Director, Office of CommunitySchools. Beginning with 130schoolsin the 2015-2016 school year, and with ambitious plans to expand in future years,...
New York City Department of Education .-New York, NY
$57,517 a year
Under the supervision of the Executive Superintendent forRenewalSchools, in close collaboration with the Director for Budget and Operations and as a key...
New York City Department of Education .-New York, NY
$57,517 a year
Director for Program Planning and Evaluation, Executive Director for SchoolRenewal, SchoolRenewalProgram Directors, Office of CommunitySchools, Office of...
