better together

Two co-directors, no principal: A day in the life of shared leadership

PHOTO: Annie Ma
Devon Eisenberg, left, looks over graduation ceremony plans with co-director LeMarie Laureano at the Young Women's Leadership School in the Bronx.

Devon Eisenberg and LeMarie Laureano first met as founding teachers at a middle school in the Bronx. The two women built a strong friendship in and out of the school, where they co-taught a math class together. In 2012, they took on an even bigger team effort — founding and running their own school: the Young Women’s Leadership School of the Bronx.

Rather than assign themselves traditional roles like principal and assistant principal, they call themselves co-directors and divide responsibilities equally. Laureano oversees the humanities, while Eisenberg works more closely with science, technology and math. They share an office, desks facing each other, and even use a joint email account.

Other city schools are also experimenting with non-traditional leadership models, despite some reports of resistance from the city. For their part, Eisenberg and Laureano say they’ve been inspired by what collaboration brings to their school.

Laureano and Eisenberg say they make all major decisions together. Letters to parents are signed by the both of them, and they attend district meetings together.

“The number one thing is that they have an equal voice in everything, a united front,” English teacher Julissa DiLone says. “It’s not like you can go to mom when dad says no.”


9 a.m. — Setting up the ceremony

As the school year winds down, Eisenberg and Laureano are ironing out the details of eighth-grade graduation. The school currently serves sixth- to ninth-graders and will add a new grade every year until it goes all the way through 12th grade. The majority of eighth-graders will continue on to ninth grade here, but a handful are leaving the school.

At the morning meeting, the co-directors review the logistics of the ceremony at the conference table in their office. Girls will pick up their gowns, yearbooks and tickets this afternoon in the gym. As Eisenberg and Laureano talk over the details, teachers wander in and out on their breaks — the co-directors’ office also serves as teachers lounge.


10:12 a.m. — Graduation rehearsal

Eisenberg heads into the auditorium downstairs to oversee the rehearsal. As she watches, the eighth-grade girls file across the stage and practice shaking hands with teachers.

Eisenberg and Laureano try to make themselves accessible to students throughout each day.

“Maybe it’s because there’s two of them, but they seem much more personable,” says Josephine Lewis, a ninth-grader who was in the first class at the school. “But we also always see both of them around, so it’s not just the fact that there’s two.”


10:25 a.m. — Wrapping up the year

Laureano finishes the end-of-year teacher reviews in the shared office. While most were completed earlier in the month, the last teacher was delayed until today because his wife just had twins. In the hallways, pictures of the twins and congratulatory messages hang on the walls.


11:52 a.m. — Checking in

Eisenberg stops for a quick meeting with another teacher on staff. A majority of classes are led by co-teacher teams who work together, as Laureano and Eisenberg once did, to develop curriculum and teach lessons. Students, parents and teachers say the school’s emphasis on collaboration trickles down to the students — a few just proposed a new club that would have co-presidents.


12:30 p.m. — Yearbooks and memories

Eighth-graders end the day in the gym, where they pick up yearbooks and graduation gowns, but no caps. Since moving up from eighth grade just involves changing classrooms for most girls, Eisenberg says the school sticks to a smaller ceremony.

“It’s a nice chance for them to get pictures and see the girls who are leaving, but we try not to make a big deal of it,” Eisenberg says. “We tell them, ‘When you graduate high school, when you graduate from college, then we’ll have a big celebration.’”


12:41 p.m. — End of a day, end of a year

Laureano addresses the eighth-graders gathered in the gym. These girls will be the school’s second class of ninth-graders as it grows to fill out grades 6-12.

Community Associate Charisse Lewis, whose daughter is a ninth-grader at the school, says having two principals “shows young girls that two women can be bosses with a common goal. It shows that two women can lead without one being less than another.”

Mixed messages

Is the Board of Regents hostile to charter schools? Depends upon whom you ask.

PHOTO: Monica Disare
Regent Collins and Regent Johnson engage in a discussion after a Board of Regents meeting.

When the Board of Regents took the unprecedented step of rejecting two new charter schools last week, it sent shudders through the charter school sector.

Even before the meeting last Monday, the Regents had been making charters “nervous,” said Andrea Rogers, the New York State Director for the Northeast Charter Schools Network. The rejections only heightened the anxiety.

“I think these denials skyrocketed the issue to the front of people’s minds,” she said.  

And yet, during the same meeting, the board praised and signed off on the opening of five other charter schools, which brings the number of new schools approved this year to more than any year since 2013.

The meeting was emblematic of the mixed signals that this Board of Regents have been sending over the last few months, feeding different interpretations among both those who advocate for charter schools and those who champion traditional schools

The board’s willingness to criticize and question charters have many believing the Regents are, at best, skeptics and, at worst, opposed to the publicly funded, privately run schools that they authorize and oversee.

At the same time, the Regents have not been without praise for charters, and some charters say they have appreciated the support of the body and the state’s support staff.

Chancellor Betty Rosa said the Regents’ decisions are evidence of nuance, not rigid ideology or partisanship.

“I think there’s too many times when people want to simply say ‘you’re for’ or ‘you’re against.’ It’s so much more complicated than that,” Rosa told Chalkbeat in an interview Wednesday. “To me, if it’s a wonderful opportunity for kids — you got me. If it’s not, I’m probably going to be your worst enemy.”

As an authorizer, the Board of Regents has the power to approve new schools and decide which of its 87 schools should remain open. In addition to deciding the fate of individual schools, the board is rethinking how it evaluates all of its schools   and whether they should take a closer look at measures like surveys or chronic absenteeism.

With several new members and a relatively new leader, the Regents’ actions have been under particular scrutiny for signs of partisanship. Some have seized on recent events, such as critical statements made by some Regents as charter schools have come before the board for approval or renewal.

One Regent suggested that charter schools achieve high test scores by pushing out students; another suggested a charter school in Brooklyn is contributing to segregation.

Rosa has fiercely opposed a proposal that would allow some charter schools to certify their own teachers, calling the idea  “insulting.” The board also rejected a batch of Success Academy renewals, arguing that their authorizer attempted to renew the high-performing but controversial charter schools too soon. (The move had little practical effect, since their authorizer, SUNY, can override the board’s decision.)

Rosa said the sum of these decisions does not mean either she or the board is anti-charter. Her opposition to the teacher certification proposal had nothing to do with the source of the proposal — a charter authorizer — but because, she said, she believes the idea is an affront to the teaching profession and will allow unqualified teachers to enter classrooms.

The Success Academy renewals, she said, were returned based on legal requirements — and were not an appraisal of the charter network.

But taken together, observers of different educational ideologies have concluded that the board is more likely to probe problems with charter schools than in the past.

“It is quite a change from a couple years ago, and it does show greater misgivings about charter schools than what we saw under the board as it was previously constructed,” said Bob Lowry, deputy director of the New York State Council of School Superintendents. (Lowry said he appreciates that the board is paying more attention to how charter schools will affect the funding of surrounding school districts.)

The state’s teachers union has picked up on the change and praised the board for providing more oversight of charter schools, while calling on them to do more.

“The Regents, at this point, are providing much overdue scrutiny of the charter sector,” said NYSUT spokesman Carl Korn. “We believe that the Regents and the state education department need to do more, but this is a good step.”

Charter school advocates agree, seeing the Board of Regents’ actions as worrying. Since the board’s philosophy is hard to pin down, schools are starting to wonder if they can switch authorizers, Rogers said.

Yet there are signs that charters’ fear are based on conclusions that are far too sweeping. As the board rejected two schools outside of New York City, they also lauded applications for schools opening in the city a fact that may suggest differences in how the Regents assess schools in different areas of the state.

Regent Christine Cea welcomed a new school in Staten Island, saying she is “totally in favor of it.” Rosa expressed excitement about a new KIPP school in the Bronx, saying the community has “tremendous support” for its opening.

Rosa said Regents are more thoughtful and involved in reviewing schools now. She suggested that there are educational innovations that can be learned from charter schools, but also offered some critiques. At the top of her list, she worries that charter schools are not well-equipped to serve students with the most severe disabilities.

Several schools that are currently authorized by the board expressed their appreciation for the Board of Regents and those in the state education department’s charter school office who provide technical assistance to schools and create charter school recommendations for the board.

“On our quest to better serve scholars with learning differences, we have found no better ally,” said Eric Tucker, who is a co-founder of Brooklyn Laboratory Charter School. “Through technical assistance and oversight, the Regents push public schools like ours to continually improve to better serve the needs of all students, all days.”

Still, said Bob Bellafiore, an education consultant who works with charter schools, several Regents come from district school backgrounds, and so their default attitude is to question charter schools and support the traditional school model.

“They’re much more district school system people,” Bellafiore said.

What's Your Education Story?

Tips for teaching poetry in a women’s prison. ‘Remember, you are not allowed to hug anyone.’

PHOTO: Lwp Kommunikáció, Flickr CC
Inmates at the Indiana Women's Prison.

Adam Henze was one of seven educators who participated in a story slam sponsored by Chalkbeat, Teachers Lounge Indy, WFYI Public Media and the Indianapolis Public Library on Sept. 5. Every teacher shared stories about their challenges and triumphs in Circle City classrooms.

A poet and educator, Henze read a poem about a day in his life as a poetry instructor at the Indiana Women’s Prison. Henze recounts the painful struggle to reconcile his experiences with the crimes for which his students were serving time — some life sentences for murder

It’s a story full of darkness, but it also offers hope that, as Henze said, “we are the sum of the things that we have done, but we’re also the sum of the things that we have yet to do.”

Check out the video below to hear Henze’s story.

You can find more stories from educators, students and parents here.