NYC Opportunity tracks program participation and measures success by assessing educational gains in grade levels and attainment of a HSE diploma, high school diploma, or college degree. The program helps participating 8th grade students from DOE School District 9 in the South Bronx to transition into participating DOE Transfer High Schools, allowing them to begin acquiring high school credits and prepare a portfolio for progression into 9th grade. In addition, students have access to academic and social-emotional supports, mentoring, and paid internships.
It is designed to significantly increase timely baccalaureate graduation rates by providing students with a range of financial, academic and personal supports, including intensive academic advisement, career counseling, tuition assistance, and subsidies for textbooks and transportation. City Mentoring - YMI. City Mentoring is a volunteer mentoring initiative that provides City Hall employees up to three hours per month to engage in mentoring with select community mentoring organizations.
Participants take part in discussion groups, community service projects, and group outings. Students take classes on a set schedule with a peer cohort, organized by major, and receive enhanced tutoring, mentoring and comprehensive and personalized advisement, thereby positioning them for graduation within three years. The program is expanding from 4, students in FY14 to 25, students in FY CUNY Prep is a part-time evening program that served older students and working adults.
Apply to teach in NYC public schools Are you interested in teaching our youngest learners? Pathways and Opportunities for Uncertified Aspiring Teachers. Not Certified? Village Pathway Programs Our Village Pathways Program is a way to gain more experience in a school setting before or while applying for an alternative or traditional pathway. Calendar View Key Dates Calendar. The Department of Education's New York City Mentoring Program NYCMP was founded as a small project in and now serves more than participants in approximately 30 high school partnership programs across the five boroughs each year.
The NYCMP model is a structured school-initiated approach to the traditional mentoring relationship between adults and young people. High school students are matched with adult mentor volunteers from their school's partnering company or organization. Typically, mentor volunteers within our partner organizations provide one-on-one after-school mentoring to students in grades The NYCMP works with businesses, organizations, associations, and government agencies to develop successful mentoring partnerships with public high schools throughout New York City.
As the NYCDOE gather indicators of success from the implementation and use of career ladder pathways, it will be able to use these in the upcoming recruitment cycle. The NYCDOE anticipates that these career ladder roles will impact the talent within schools, encouraging experienced teachers to take on additional leadership and remain in the classroom. Master and Model Teachers work in teams as teacher leaders and with other colleagues in their schools by opening up their classrooms to provide tangible examples for strong instruction and by facilitating professional learning opportunities.
Centrally-based Teacher Team Leaders have provided feedback to create a supportive environment of professional development. Job-embedded professional development site visits are conducted by Talent Coaches whose training is partially funded through STLE and provide principals with an opportunity to further their calibration and evaluation of Measures of Teacher Practice.
As NYCDOE begins to measure the impact of the work and use of grant funds to capture the positive outcomes and lessons learned it is developing a set of materials that can be used as retention tools for current teachers. The district anticipates that these career ladder roles will impact the talent within schools by encouraging experienced teachers to take on additional leadership within their current school rather than leave to take an administrative role at another location. Additionally, as a department the district is hoping to use the lessons learned regarding teacher leadership this school year to determine best practices for implementing teacher career ladders in high-need schools in subsequent years.
Having career ladder opportunities will help high-need schools recruit and retain strong teachers, thus helping NYCDOE create a more equitable distribution of teacher leaders in the district. Throughout the year, TTLs and TDCs work with teachers—both on and off the career ladder—to provide targeted feedback around the intended focus and assist teachers in implementing new strategies for using their evaluation data for developmental purposes school-wide.
Although human capital is an important tool in the journey towards effective educator practices, NYCDOE was also deliberate in developing online resources for teachers and principals around furthering the implementation of the Danielson Framework for Teaching and the APPR evaluation system, Advance.
So far, the number of unique visitors accessing these online resources in the school year has surpassed the amount of visitors at this point during the school year. Similarly, the NYCDOE is on track to nearly double the number of online learning opportunities they offer by the end of from 38 in to 50 as of December 31, ; 71 expected by the end of Teacher Coaches work side by side with teachers to review student data and student work in order to improve instructional practice.
In addition, Teacher Coaches provide actionable feedback on non-evaluative observations. The New York City DOE has identified quantitative and qualitative impact data that it has seen and hopes to realize since implementing career ladder pathways and related STLE grant activities. We encourage you to continue to contribute to the on-going conversation on Twitter by sharing your work using STLE.
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