Student artwork sale at the High School of Language and Innovation
I remember my first interview for a teaching position in August 2000, part of the first cohort of New York City Teaching Fellows. I was standing in line at a hiring fair at the Brooklyn Marriott Hotel.
When I got to the front of the line, a harried-looking man introduced himself as a district representative hiring for a position teaching 8th grade in a middle school in Brooklyn. Continue reading
In my first year of teaching, I was never observed by an administrator. I started to think that not being observed might be a good thing, as I was struggling mightily to keep my classroom under control.
I taught 8th grade English in a public middle school in Bedford Stuyvesant, Brooklyn. The school itself was struggling and had been placed on a state list for low student achievement. The principal and assistant principal were both brand new in their jobs and in hindsight, I have empathy for the difficult situation they were in (although I certainly had no empathy at the time). I got used to the idea that administrators were people who helped when things went badly—for example, when a discipline problem forced me to call them and get help. Maybe it was better they weren’t visiting, I thought. What would they see in my classroom? That I was a failure?