Grant To Help N.Y.C. Teachers Earn Their Master's

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

The DeWitt Wallace-Reader's Digest Foundation last week awarded a $1.2-million grant to Hunter College and Lehman College to help uncertified teachers in New York City's most disadvantaged schools earn their master's degrees.

The collaborative program, known as "Pathways to Teaching," is designed to stem the high attrition rate of novice teachers in the city's public schools, according to Maria Terrone, a Hunter College spokesman.

Approximately 25 percent of new teachers in the city left their jobs after their first year in 1990, Ms. Terrone said, a rate nearly 10 percent higher than figures from the previous four years.

The two colleges, part of the City University of New York system, are targeting teachers in so-called "SURR schools," or school under registration and review.

Schools earn that designation from the city if their students' standardized-test scores in reading and mathematics fall in the bottom quartile nationally for three consecutive years, and if their attendance rates are deemed inadequate, Ms. Terrone said.

Coordinators of the Pathways program hope to increase the number of minority teachers in New York schools and, in particular, within the SURR schools.

Hunter College will use its $600,000 grant to help approximately 30 currently uncertified minority teachers in these schools earn master's degrees.

Lehman College, meanwhile, will award scholarships to 25 teachers studying for a master's degree in elementary education or bilingual-elementary education.

As a result, "the whole education process will be enhanced" in the SURR schools, according to Valerie Moss Washington, the director of Lehman's Pathways program.

Both colleges will also train veteran public-school teachers on sabbatical to serve as mentors to the new teachers. The mentors will advise the participants on how to teach more effectively, and help them prepare for the National Teacher's Examination.

Both schools have experience in operating mentor programs through the Teacher Opportunity Corps, a New York State initiative directed at helping schools retain minority teachers.

Since 1987, the Teacher Opportunity Corps program at Hunter has had a 98 percent retention rate for new teachers.

Vol. 11, Issue 24, Page 9

Published in Print: March 4, 1992, as Grant To Help N.Y.C. Teachers Earn Their Master's
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories





Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Student Engagement Lessons from 3 Successful Districts

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >