Those who can: become teachers--City urges professionals interested in changing careers to consider teaching

By Erin Arnold
Staff Reporter

Once again, NYC faces a school year laden with challenges – budget crunches, poor student performance, and a staggering teacher shortage to boot. And while there is little to be done about the budget, the Department of Education is doing its best to improve student performance while combating the teacher shortage through use of a relatively new program called the NYC Teaching Fellows Program.

The Department of Education put the call out, urging those who were interested in teaching to apply, interview, and, if accepted, take a position in a low-performance school. The program calls for a two-year commitment, during which time the Fellows teach in a city public school, while taking night classes to obtain a Masters in Education. Teaching Fellows endure rigorous summer training before they begin the daunting task of trying to educate the city’s most important assets – its students. Over half of the Fellows teach in the Bronx, and that includes local Highbridge schools like C.E.S. 73 and C.E.S. 11, both of which struggle to improve student test scores.

The 2003 class of Fellows is the biggest yet at 2,700 people and on June 16 they kicked off their summer training with an Opening Ceremony at Lincoln Center. Over the course of June and July, they work long days, doing fieldwork in area summer schools and meeting for classes in the afternoons. That schedule only intensifies once the school year commences – not only is each Fellow teaching in a city school and handling all that such a job entails, but each is also taking courses at night to earn a Masters degree in education. Their students aren’t the only ones who end up with homework!

So what motivates these individuals? Many would ask – What schools are you placed in? How long do you remain in the Fellows program? And, most importantly: Why would you choose such a challenging path?

Steven Gnagni explained his reasoning behind making a career switch from journalism to pursuing the Fellows program. “The bottom line for me is that I am excited about working with the kids. They deserve to learn and I hope to give them that chance this fall.”

Mr. Gnagni, who was assigned to work in the Bronx, he served in P.S. 53’s summer school program. Many of the students in his fourth grade class were mandated to attend summer school because they didn’t pass their reading or math tests this year. Many of the children present problems constantly. “Some of the kids have behavioral and emotional problems,” he explained. That alone can make teaching a lesson nearly impossible. “The hardest part is trying to keep them quiet while I am teaching,” he said. “And that has nothing to do with lack of experience on my part.”

Another difficulty he has encountered in teaching summer school: Trying to review an entire year’s worth of material in a matter of weeks. “If these kids don’t pass their tests at the end of the summer, they will not be promoted to fifth grade,” he explained.

Despite the challenges he has been faced with during the past several weeks, Mr. Gnagni noted that the experience in lesson planning and classroom management has been “invaluable.” The training is aimed specifically at preparing the Fellows for the obstacles that lie ahead. He thinks that their summer training, combined with their newness to the education field does have its advantages. “The good thing about the Fellows is that we approach things with a fresh perspective.”

Annemarie Booth, a former youth worker in Highbridge, heard about the program last spring and knew immediately that she was interested. Her passion for children, combined with her desire to teach and earn a Masters degree made the program particularly attractive.

Though she found the summer schedule grueling and, at times, discouraging, she feels that her experience thus far has been important in preparing her to take over her own class this fall. “It’s been wonderful to actually get into the school and teach lessons. I have had the opportunity to see other teachers at work. I have gotten a feel for their expectations of me,” she said.

Ms. Booth is one of only two Fellows at her school and that is something she feels will work to her advantage. “The less people that know I am a Fellow the better. I don’t want to make a big deal out of that,” she explained. Her focus is on her students.

“The kids are great,” she said. “I really like working with them. Teaching in the summer school has been good preparation and I am really happy they incorporate that into our training. I have seen and used the books and materials that I am expected to use this fall.”

Sadly, the Fellows program isn’t for everyone. Many Fellows have dropped out of the summer training, unable to acclimate themselves to the high standards. For the Department of Education, that means scrambling to fill the holes before the school year begins in September.

Without a doubt, one thing that makes the program worthwhile is the opportunity to help the youth of this city. Teaching Fellows bring a passion and vitality that is unequaled in many professions. The chance to actually make a change and impact a student’s life is invaluable and its worth exceeds its challenges. Lucky for the students, the Fellows truly stand behind that belief.

“People say these kids are unteachable. I don’t believe that!” said Mr. Gnagni.