Home Home Home About Us Home About Us About Us About Us /links/index.html /links/index.html /links/index.html /advertising/index.html /links/index.html /advertising/index.html /advertising/index.html /advertising/index.html About Us About Us /archives/index.html About Us /archives/index.html About Us /archives/index.html /archives/index.html /subscribe/index.html /archives/index.html /subscribe/index.html /archives/index.html /subscribe/index.html /subscribe/index.html /survey/index.html /subscribe/index.html /survey/index.html /subscribe/index.html /survey/index.html /survey/index.html /survey/index.html /links/index.html /survey/index.html /links/index.html /links/index.html /links/index.html
HomeAbout UsAbout Us/links/index.html/advertising/index.html/advertising/index.html
About Us/archives/index.html/archives/index.html/subscribe/index.html/subscribe/index.html/survey/index.html/survey/index.html/survey/index.html/links/index.html

Cover Story
Spotlight On Schools
Featured Columnists
Letters
Books
Business of Education
Careers
Children's Corner
Colleges & Grad Schools
Commentary
Continuing Education
Editorials
Languages
Law & Education
MEDICAL UPDATE
MetroBEAT
Movies & Theater
Museums
Music, Art & Dance
Politics In Education
Special Education
Sports & Camps
Technology in Education
Travel
1995-2000
2001
2002
   
 
New York City
August 2002

Dean Posamentier Heads CCNY Pilot:
Immersion Helps Math Teacher Shortage

By Tom Kertes

Thumbs up for lunch.

New York City Schools Chancellor Harold Levy and City College Dean of the School of Education Alfred S. Posamentier were enjoying the midday meal one day, talking about –what else? –the shortage of teachers, particularly in science and mathematics. “I think that, with just a little preparation, I could have been a math teacher myself,” Levy mused. “But I was not a math major in college. So I would never have had the chance.”

“Wait a minute,” Posamentier replied. “We may have ourselves the germ of an idea here.”

And it was a great idea, too. What if people with an interest in teaching math who were non-math majors with a mathematics-related background in their business lives, like Levy,got a chance to receive the type of math immersion that would qualify them to teach? “We needed to do something in order to jump-start the process,” Levy said. “We had to get qualified teachers somewhere. Investment bankers, bond traders, CPA’s and other professionals who show proficiency in math and choose to become teachers need training to know how to teach teenagers. But they shouldn’t have to become math majors to do that.”

A seemingly radical step, yes. But the number of college math majors–a requirement to qualify as a math teacher in New York City public schools – has been dropping steadily. In fact, these days, only about 1 percent of all graduates major in math.

In May, the State Board of Regents approved the pilot program. The question, whether you must be a math major to be a topnotch math teacher, continues to be debated within the academic community,

“I don’t believe that,” said Posamentier. “Experience tells me that you could certainly achieve the required depth and level of knowledge in other ways. And your delivery – the enthusiasm, the inspiration, the creativity you show your students – is equally important.”

The City College pilot looked at the pool of 2000 potential career-changers who applied for Teaching Fellows program with the Board of Education and chose the 120 it felt was best-qualified for its Immersion Program. “We wanted to see what one summer of intensive work could accomplish,” Posamentier said. “The entire alternative certification program is free of charge. The State, wisely, is providing us with a special allowance.” Eventually, 57 candidates were selected, 50 of whom saw the program through to its conclusion “By and large, they’ve done really well on their test,” said Posamentier. “And, most importantly, these people want to teach. They are showing a unique enthusiasm for communicating with kids.”

It’s early, but the signs of success for the pilot program have already been remarkable. “These people are getting jobs,” said Posamentier. “And not just so-so jobs, either. They have high quality jobs in some of the better high schools all over the city.”#

 

Name:
E-mail:
Comments:

Education Update, Inc., P.O. Box 20005, New York, NY 10001.
Tel: (212) 481-5519. Fax: (212) 481-3919.Email: ednews1@aol.com.
All material is copyrighted and may not be printed without express consent of the publisher. © 2002.


COLLEGES & GRAD SCHOOLS
DIRECTORIES