What Keeps Effective Teachers in the Classroom
Teachers Network Survey Reveals What It Will Really Take To Make Sure Every Child Has an Effective Teacher
Respondents to a recent survey conducted by Teachers Network, What Keeps Effective Teachers in the Classroom, were very clear about the benefits of participation in collaborative activities through professional networks—in order to support and help keep teachers in the classroom. Over 90 percent of the teachers reported that their network participation improved their teaching practice, and over three-fourths feel that it has improved their school overall. Moreover, 94 percent stated that their knowledge and skills increased. Further, almost 80 percent of respondents claimed that their network involvement directly fueled their intention to stay in teaching.
Teachers Network 's President & CEO, Ellen Dempsey, states that “This is the moment in history to change the national conversation about teaching. This survey tells us—directly from the voices of classroom teachers from throughout the country—what they know they need in terms of opportunities for collaboration, leadership, and professional development—to ensure the highest student achievement for all.”
The research findings, as evaluated and written by the Center for Teaching Quality [CTQ] in an executive summary and a full research report, both entitled: A Better System for Schools: Developing, Supporting, and Retaining Effective Teachers—all buttressed by related policy briefs and papers by CTQ as well as by Dr. Ken Futernick of West Ed—have all now been released on Teachers Network 's website, at: www.teachersnetwork.org/effectiveteachers. Also available from this link are: a companion documentary-video, entitled “Teachers on Teaching,” narrated by actor Cynthia Nixon and featuring the direct voices of teachers; a brochure/graphic organizer; and a press release. We also encourage you to join in on the ongoing conversation related to this initiative on our blog. And, of course, please continue to re-visit our site for regular updates and special opportunities!

Teachers Network award-winning teachers honored in November Awards Program
Read the December 17, 2009 New York Teacher article that features Teachers Network award winners.


Teachers Network announces 25 winners of its Winter 2010 Teachnet Grant for New York City educators.
Visit our main grants page for the list of names and full announcement. Thanks to all applicants!

A Day in a life of … by Rudy Phel Sabaduquia; High School for Health Professions and Human Services; New York, NY
This Winner of a 2009 Teachnet Adaptor Grant was adapted from:

A Day in a life of … by Geraldine Solano
This unit uses multi-disciplinary work to help students learn more about the professional world of sports medicine. Students conduct online research on sports medicine, contact professionals in the field, craft interview questions, engage in online discourse with these professionals, and create a brochure using information obtained from these interviews.
Grade Level: Middle school, High school (6-12)          Subject Area: Science, Physical Education, Writing, Language Arts

I modified the original project by allowing my students to interview real people whose careers are related to sports medicine. The students came up with their own questions and documented their interview.

Marching On, Marching Off… Retaining Our Teachers
Anokhi Saraiya; New York City, NY
In this case, the school is at a boiling point—as it faces possible closure due to low test scores.  Both veteran and new teachers are overwhelmed, feeling that the role of disciplinarian has overtaken the joy of teaching, as teaching to the test has “sucked the creativity” out of the classroom.  As compelling as this story is from the lens of the teacher, we also see the principal’s perspective and challenges
This case is inspired by The Power of Peer Tutoring: Success for a Retained Student, by TNLI Fellow Leigh Mesler, Cross-age Peer Tutoring & Service Learning, by TNLI Fellows Joseph Gottschalk and Joseph Rafter, and Stressed is Dessert Spelled Backwards: Taking the Responsibility of Discipline Off the Teacher and Placing it on the Student, by Abby Sipress.

The Power of Peer Tutoring: Success for a Retained Student

Leigh Mesler; New York City, NY

This action research study looks at how retention affects a student’s self image and academic performance? And how the academic performance of a retained student is affected when he or she acts as a peer tutor during the repeated year?

Classroom Management & School Culture

New Teachers Helpline
Need answers to your pressing questions? Look no further than the NYC Helpline! Staffed by experienced New York City Teachers, the NYC Helpline guarantees a response to your posted questions within 72 hours.

Underwater Adventure by Ann Stephenson
During the occasions when students become restless, such as the weeks before the winter holiday or spring break, it can be beneficial for everyone to spend time learning by way of group activities. These are not only fun, but also may pique the students’ interest and ultimately provide more knowledge about the topic being studied. One method would be to take a “Cyber Trip” to a foreign area such as “underwater.” It is a wonderful scientific experience that provides children with the opportunity to explore.

How To Resourcefully Create A Climate Of Trust by Sharon Pettey-Taylor
Nothing is more gratifying than embracing the professional wisdom of a colleague who has mastered the art of teaching and who joyously reaps the rewards of such fruitful labor each and every day. This commitment has now translated into many years of dedicated service. As a Special Education Specialist, Ms. Brenda Doldron of Boys and Girls High School, in Brooklyn, NY, continues to be supportive of beginning and experienced teachers alike. Without hesitation, she willingly participated in the following brief interview.

Making English Language Learners Feel At Home in Monolingual Classrooms by Theresa Cooper
Students attending many of the New York City public schools have the benefit of learning about various cultures as we live in what is referred to as a melting pot. Talking with and socializing with others is a great way to learn about cultures other than our own. At the same time, English Language Learners (ELLs) in monolingual classes – instead of bilingual classes – need a great deal of support from their teachers. To that end, monolingual teachers should be aware of some of the things they can do to make ELLs feel at home and to respect their cultural and linguistic capital to support their learning. Some things we can do impact the affective domain and others affect student achievement.

A Multicultural Look at Inspirational Resources During Black History Month by Charlene Davis
Black History Month 2010 may be over, but it’s not too late to share some inspirational resources with your students. As I poked around on the internet to explore the latest and greatest that’s going on for this very important time of acknowledgment of crucial contributions to America’s complex history; I found some exciting books to explore!  I also found some impressive websites that I’ll be returning to, time and time again as BHM isn’t just a February thing! Here are a few suggested websites, in the order of depth that I feel they offer.