Richard Carranza: Chancellor, New York City Schools | CUNY TV Presents ABNY


>>LAST WEEK WEDNESDAY WAS THE FIRST DAY OF SCHOOL FOR NEW YORK CITY’S 1.1 MILLION SCHOOLCHILDREN. 1.1 MILLION STUDENTS. TO REALIZE HOW MASSIVE THAT IS, IT’S THE EQUIVALENT TO THE ENTIRE POPULATION OF DALLAS, AS BIG AS THE POPULATION OF DENVER AND SEATTLE COMBINED. LAST WEEK WEDNESDAY ALSO MARKED THE FIRST DAY OF SCHOOL FOR A NEW CHANCELLOR AS HEAD OF THE LARGEST SCHOOL SYSTEM IN OUR COUNTRY. IT IS OUR HONOR TO WELCOME HIM TODAY CHANCELLOR RICHARD CARRANZA. [APPLAUSE] THANK YOU FOR BEING HERE BECAUSE WE ALL HAVE SOMETHING VERY DEAR AND COMMON, A STAKE IN THE QUALITY OF NEW YORK CITY’S PUBLIC SCHOOLS, AND THAT BRINGS US TO OUR GUEST TODAY. HE IS THE PRODUCT OF THE ARIZONA PUBLIC SCHOOL SYSTEM, AND WHILE HE DID GROW UP OUT WEST HE IS QUINTESSENTIAL NEW YORK. HE IS A SECOND-GENERATION IMMIGRANT, SON TO A SHEET-METAL WORKER AND HAIRDRESSER, WHO TAUGHT HIM THE IMPORTANCE OF SCHOOL. HIS 30-YEAR CAREER IN EDUCATION WHICH STARTED AS A HIGH SCHOOL BILINGUAL SOCIAL STUDIES AND MUSIC TEACHER IS FILLED WITH MEANINGFUL ACCOMPLISHMENTS. IN SAN FRANCISCO COME HIS EFFORT RAISED GRADUATION RATES BY 7% AND NARROWED THE ACHIEVEMENT GET BETWEEN AFRICAN-AMERICAN AND HISPANIC STUDENTS AND THEIR WHITE AND ASIAN PEERS. AS SUPERINTENDENT OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT, HE LED THE CHARGE TO REOPEN THE SCHOOLS TWO WEEKS AFTER THE DEVASTATION OF HURRICANE HARVEY, AND HE SECURED TWO FREE MEALS A DAY FOR ALL OF ITS STUDENTS THROUGH THE ENTIRE SCHOOL YEAR, GIVING FAMILIES ONE LESS CONCERNED AS THEY WORK TO REBUILD THEIR LIVES. HE IS NOT SHY ALSO WHEN IT COMES TO ADVOCATING FOR CHILDREN. IN 2015, HE SPOKE TO THEN PRESIDENT BARACK OBAMA IN SPANISH, A LANGUAGE THE FORMER PRESIDENT DOES NOT SPEAK. TO SHOW HIM HOW IT FELT FOR A STUDENT TO BE IN A SCHOOL WHERE HE OR SHE COULD NOT UNDERSTAND THEIR TEACHER. TO ILLUSTRATE HOW IMPORTANT IT IS TO TEACH ENGLISH AS A SECOND LANGUAGE TO CHILDREN WHO DO NOT YET SPEAK IT. HE IS BOTH CHARMING AND BOLD, INVALUABLE ASSET IN OUR TOWN, AND WE ALL NEED HIM TO SUCCEED. IT IS LITERALLY IMPOSSIBLE FOR OUR CITY TO BE A GREAT CITY IF WE CANNOT GIVE OUR CHILDREN A GREAT EDUCATION. CHANCELLOR, YOU ARE OFF TO AN IMPRESSIVE START AND WE AT ABNY ARE PULLING FOR YOU. YOU AND YOUR TEAM HAVE BEEN ENTRUSTED SOMETHING WITH IMMEASURABLE VALUE, THE FUTURE OF OUR CHILDREN, AND THEREIN THE FUTURE OF OUR CITY. LADIES AND GENTLEMEN, CHANCELLOR RICHARD CARRANZA. [APPLAUSE]>>GOOD MORNING. BUENOS DIAS. I KNOW YOU’RE ALL PROBABLY THINKING, I THOUGHT HE WOULD BE TALLER. [LAUGHTER] BUT YOU KNOW, TIMES ARE TOUGH, BUDGETS ARE SHRINKING, AND SO IS YOUR CHANCELLOR. ALL KIDDING ASIDE, I WANT TO SAY THANK YOU TO STEVE, THANK YOU FOR THE INTRODUCTION, ABNY FOR ALL THAT YOU DO FOR NEW YORK CITY. AND I ALSO WANT TO THANK ALL OF YOU FOR BEING HERE THIS MORNING. THIS IS A ROOM FULL OF BUSY PEOPLE, SO I WANT TO THANK ALL OF OUR ELECTED OFFICIALS, BUSINESS LEADERS, ADVOCATES, COMMUNITY LEADERS, AND EVERYONE WHO SHARES A PASSION FOR EDUCATION. I WANT TO BE VERY, VERY CLEAR THAT THE PUBLIC EDUCATION SYSTEM OF NEW YORK CITY, IT IS NEVER A QUESTION OF WHETHER WE SHOULD BE INVOLVED AND INTERESTED. IT IS REALLY A QUESTION OF CAN WE AFFORD NOT TO BE INVOLVED AND INTERESTED? AS WE SPEAK, 1.1 MILLION FUTURE NEW YORKERS, FUTURE TAXPAYERS, FUTURE PROFESSIONALS, FUTURE TITANS OF INDUSTRY, ARE SITTING IN OUR CLASSROOMS ACROSS THE FIVE BOROUGHS. OUR HOPES, DREAMS, AND EFFORTS ARE THAT THEY WILL RECEIVE THE BEST EDUCATION POSSIBLE SO THAT THEY CAN LAUNCH INTO THE NEXT PHASE OF THEIR CAREERS. I ALSO WANT TO TAKE A MOMENT TO THANK MAYOR BILL DE BLASIO WHO BROUGHT ME TO THIS VIBRANT, INSPIRATIONAL, ASPIRATIONAL CITY NEW YORK CITY, TO LEAD THE LARGEST SCHOOL SYSTEM IN AMERICA. SO I’M DEEPLY HONORED TO BE HERE. WHO WOULD HAVE THOUGHT, STEVE SPOKE ABOUT MY PARENTS, BLUE-COLLAR WORKERS, SHEET METAL WORKER, BEAUTICIAN, WHO NEVER DREAMED ABOUT GOING TO COLLEGE, BUT WHO KNEW THEIR TWO CHILDREN HAD TO GO TO COLLEGE FOR A BETTER TOMORROW. WHEN DID I EVER THINK I WOULD BE IN NEW YORK CITY, ESPECIALLY IN A ROOM LIKE THIS TALKING TO ALL OF YOU? MY FRIENDS, WE ARE HERE TODAY BECAUSE WE KNOW THE FUTURE ECONOMIC VIABILITY OF OUR CITY IS IN OUR CLASSROOMS. TODAY, STUDENTS TRUST THEY ARE GETTING THE SKILLS THEY NEED TO BECOME CITIZENS AND LEADERS OF TOMORROW. TO HONOR THAT TRUST, WE MUST CREATE A SCHOOL SYSTEM THAT IS EQUITABLE AND EXCELLENT, AND THAT ENABLES ALL STUDENTS TO ACHIEVE THEIR POTENTIAL. TO DO THAT, WE HAVE TO REWRITE HISTORY. THE STORY THAT WE REWRITE TODAY, THE STORY THAT WE WILL REWRITE TOGETHER IS ONE THAT DOESN’T ACCEPT THE STATUS QUO. THE STORY THAT WE WRITE AND REWRITE WITH OUR STUDENTS IS A FUTURE THAT IS NOT BOUND BY HISTORY, NOT BOUND BY ZIP CODE OR DEMOGRAPHICS. IT IS A STORY OF LIFTING ALL OF OUR STUDENTS AND ALL OF OUR SCHOOLS. IT IS ABOUT ACHIEVING EQUITY AND EXCELLENCE FOR ALL. LET ME TELL YOU WHY THIS IS IMPORTANT TO ME. THIS IS VERY PERSONAL TO ME. WHILE PEOPLE ADDRESS ME AS CHANCELLOR, IN SOME CASES BY OTHER TERMS THAT I CANNOT SHARE IN MIXED COMPANY, THIS IS THE CRUX, THE HEART AND SOUL OF WHAT WE ARE IN AMERICA. THE NOTION THAT ANYONE, FROM WHEREVER YOU COME FROM, CAN, AS A CORNERSTONE OF OUR DEMOCRACY, RECEIVE A GREAT EDUCATION THAT ALLOWS YOU TO DO THINGS IN YOUR LIFE THAT PERHAPS YOUR BACKGROUND, PERHAPS WHERE YOU LIVE, PERHAPS WHERE YOU HAVE BEEN WOULD NOT INDICATE THAT THOSE OPPORTUNITIES ARE FOR YOU. SO LIKE MANY OF YOU IN THIS ROOM AM A PRODUCT OF THE PUBLIC EDUCATION SYSTEM. MY GRANDPARENTS CAME TO THE UNITED STATES FROM MEXICO AND SETTLED IN TUCSON, ARIZONA. MY DAD WAS A JOURNEYMAN SHEET METAL WORKER, MY MOM A HAIRDRESSER. THEY WERE HUMBLE PEOPLE BUT PROUD OF THEIR HERITAGE. MY TWIN BROTHER REUBEN AND I — YES, I HAVE AN IDENTICAL TWIN BROTHER. IF YOU SAY HI TO SOMEBODY THAT LOOKS LIKE ME AND THEY DO NOT SAY HI BACK, IT IS PROBABLY HIM. WE GREW UP SPEAKING SPANISH BUT WE LEARNED ENGLISH IN PUBLIC SCHOOLS. MY PARENTS WERE FLUENTLY BILINGUAL BUT THEY MADE THE CONSCIOUS CHOICE TO TEACH US SPANISH AND TRUST THAT THE PUBLIC SCHOOLS WOULD TEACH THEIR CHILDREN ENGLISH SO THAT WE WOULD BE BILINGUAL. MY PARENTS NEVER ATTENDED COLLEGE BUT THESE NON-COLLEGE-EDUCATED ADULTS KNEW THAT FOR THEIR BOYS THE PATH FORWARD WAS AN EDUCATION. NOT FOR THE SAKE OF EDUCATION BUT THEY KNEW IT WOULD GIVE US OPPORTUNITY, THE PASSPORT TO THE WORLD. I REMEMBER ONE OF THESE EXPERIENCES THAT CAPTURED MY PARENTS DREAMS FOR THEIR CHILDREN. MY BROTHER AND I GRADUATED FROM HIGH SCHOOL, WE MATRICULATED TO THE LOCAL LAND-GRANT UNIVERSITY, UNIVERSITY OF ARIZONA IN TUCSON, ARIZONA. MY FATHER, HAVING NEVER GRADUATED FROM HIGH SCHOOL HE LATER EARN HIS GED — HIS BROTHERS WERE FIGHTING THE KOREAN WAR, SO HE DROPPED OUT OF SCHOOL TO HELP HIS MOM. IT IS PARENTS WEEKEND, MY BROTHER AND I ARE FRESHMAN AT THE UNIVERSITY. WE WERE PROUD MY PARENTS HAD AGREED TO COME WITH US FOR PARENTS WEEKEND. AS MY BROTHER AND I WALKED OUR PARENTS THROUGH THE CAMPUS, I WAS SURPRISED WHEN MY FATHER SAID, THAT IS THE SOCIAL SCIENCES BUILDING, THAT IS THE NEW ADMINISTRATION BUILDING. I LOOKED AT MY BROTHER, MY BROTHER LOOKED AT ME. WE SAID, DAD, HOW DO YOU KNOW WHAT ALL THESE BUILDINGS ARE, YOU NEVER WENT TO THE UNIVERSITY? HE REPLIED TO ME, MI HIJO, YOU SEE, I WORKED INSTALLING SHEET METAL IN THAT BUILDING RIGHT THERE. I WAS PART OF THE CONSTRUCTION CREW THAT BUILT THAT BUILDING OVER THERE. AND THEN WITH TEARS IN HIS EYES, HE SAID TO ME, BUT NEVER, EVER DID I THINK I WOULD WALK THIS CAMPUS AS THE FATHER OF TWO SONS THAT ARE STUDENTS AT THE UNIVERSITY AND THAT I WOULD NOT BE WHERE MY TOOLBELT. SEMINAL MOMENT. [APPLAUSE] MY FRIENDS, THAT IS THE AMERICAN DREAM. THAT AMERICAN DREAM IS NOT UNLIKE THE DREAM THAT MILLIONS OF OUR PARENTS IN NEW YORK CITY HAVE FOR THEIR CHILDREN. I KNOW ACROSS NEW YORK CITY THOUSANDS OF PARENTS HAVE THE SAME DREAM THAT SIMON AND DELORES CARRANZA HAD FOR THEIR BOYS, A BETTER FUTURE. SO I HAVE DEVOTED MYSELF TO PUBLIC EDUCATION BECAUSE A STRONG PUBLIC EDUCATION IS THE GREATEST GIFT I HAVE EVER RECEIVED. MY PUBLIC EDUCATION IS THE REASON I CHOSE TO START MY TEACHING CAREER 30 YEARS AGO AT PUEBLO HIGH SCHOOL IN TUCSON THE SAME HIGH SCHOOL THAT PUT ME ON A PATH TO COLLEGE AND THE KIND OF SUCCESS THAT MY PARENTS, I WISH THEY WERE ALIVE, WOULD HAVE EVER IMAGINED FOR THEIR BOYS. A STRONG PUBLIC EDUCATION IS A REASON A CHILD WHO DID NOT SPEAK ENGLISH UNTIL HE ENTERED KINDERGARTEN COULD RISE TO BECOME THIS INCREDIBLE CITY’S CHANCELLOR. I KNOW IT JUST AS MAYOR DE BLASIO KNOWS, JUST AS EDUCATORS IN SAN FRANCISCO, LAS VEGAS, TUCSON, HOUSTON, THE CITIES I HAVE LIVED AND WORKED IN, KNOW THAT PUBLIC EDUCATION IS AN INVESTMENT IN OUR NATIONS FUTURE. A PUBLIC EDUCATION CHANGES LIVES. BUT I’M PREACHING TO THE CHOIR, YOU KNOW THAT. SO HOW DO WE DELIVER ON THIS PROMISE FOR PUBLIC EDUCATION FOR ALL OF OUR STUDENTS? THAT IS A TALL ORDER FROM A VERY SHORT CHANCELLOR. NATURALLY WHEN I FIRST ARRIVED IN NEW YORK, I SOUGHT ANSWERS FROM PEOPLE WHO KNEW OUR SCHOOL SYSTEM THE BEST, OUR STUDENTS, PARENTS, EDUCATORS, STAFF MEMBERS AND ELECTED OFFICIALS, BUSINESS LEADERS, ADVOCATES, ALL THROUGHOUT THE CITY. DURING MY FIRST FEW MONTHS, I SPOKE TO THOUSANDS OF PEOPLE AND GOT UNDER THE HOOD OF THIS LARGE AND COMPLEX SYSTEM IN ALL FIVE BOROUGHS. NOW I’M NOT SURE WE ALWAYS RECOGNIZE HOW BIG NEW YORK CITY IS. I KNOW STEVE SHARED SOME STATISTICS. LET ME GIVE YOU SOME OTHERS. IF STATEN ISLAND WAS ITS OWN INDEPENDENT SCHOOL DISTRICT, IT WOULD BE LARGER THAN BOSTON SCHOOLS. IT WOULD BE THE 13TH LARGEST SCHOOL SYSTEM IN AMERICA. IF BROOKLYN WAS ITS OWN INDEPENDENT SCHOOL SYSTEM, IT WOULD BE THE SIXTH LARGEST SCHOOL SYSTEM IN AMERICA. QUEENS WOULD BE THE SEVENTH LARGEST IN AMERICA. AND THOSE ARE JUST THREE OF OUR BOROUGHS ALL WITHIN ONE SYSTEM. THIS IS A MASSIVE SYSTEM. AS I WENT TO EVERY BOROUGH AND ENGAGED WITH STUDENTS AND PARENTS AND EVERYONE ELSE I MENTIONED, I HEARD ABOUT OUR STRENGTHS AND I HEARD ABOUT OUR CHALLENGES. AS I LISTENED AND LEARNED, I REALIZED WHILE WE DID NOT HAVE ALL THE SOLUTIONS, WE WERE ALL PART OF THE SOLUTION. I FELT OPTIMISTIC BECAUSE I REALIZED NEW YORKERS ALWAYS DREAM BIG AND DO BIG THINGS. THE ONE THING I LEARNED VERY QUICKLY IS THAT NEW YORKERS LIKE IT STRAIGHT. DON’T PUT ON THE WHITE GLOVES AND GIVE US A STORY, JUST GIVE IT TO US STRAIGHT. I THINK I HAVE KIND OF LEARNED THAT. NEW YORKERS, BECAUSE THEY DREAM BIG, KNOW THAT EDUCATION IS THE CORNERSTONE OF OUR DEMOCRACY. THE LAST FOUR YEARS UNDER THIS ADMINISTRATION HAVE GIVEN US A STRONG FOUNDATION ON WHICH TO BUILD. DROPOUT RATES ARE AT HISTORIC LOWS. STUDENTS ARE PERFORMING STRONGER THAN EVER IN ENGLISH, LANGUAGE, ARTS, AND MATH. WE ARE ON TRACK TO MEET OUR GOAL OF 80% GRADUATION RATES. TWO THIRDS OF OUR STUDENTS ARE COLLEGE READY BY 2026. AT THE SAME TIME, WE KNOW THAT OPPORTUNITY GAPS EXIST IN OUR SYSTEM. WE MUST ACCELERATE OUR WORK TO REVERSE HISTORIC INEQUITIES, EMPOWER COMMUNITIES, AND INTERVENE THROUGHOUT A CHILD’S JOURNEY THROUGH OUR SYSTEM TO KEEP THEM ON A PATH TO GRADUATION, COLLEGE, AND MEANINGFUL EMPLOYEE AND YES, NOT EVERY STUDENT WANTS OR NEEDS TO GO TO COLLEGE. SO RECOGNIZING THE FULL SCOPE OF STUDENTS INTEREST IS IMPORTANT TO US. WE HAVE TO DEEPEN OUR EQUITY IN EXCELLENCE AGENDA FOR ALL, MAKE IT EVEN STRONGER. I WOULD SAY SYSTEMIC. I BELIEVE THE WAY A LEADER TAKES ON BIG CHALLENGES IS BY VISUALIZING AND ARTICULATING A GOAL AND BY TAKING ACTIONS TO GET THERE. WITH A CLEAR GOAL OF ACHIEVING EQUITY AND EXCELLENCE FOR ALL, OUR STUDENTS AND THEIR FAMILIES, I HAVE LAID OUT FOUR PRIORITIES FOR THE YEAR, GENERAL, BROAD, BUT FOUR PRIORITIES. FOR ME, THE FIRST PRIORITY WE HAVE AS A SCHOOL SYSTEM IS TO ACCELERATE LEARNING AND INSTRUCTION. IT IS THE CORNERSTONE OF EVERY EDUCATIONAL SYSTEM. THIS IS OUR BREAD AND BUTTER, RIGOROUS CLASSROOM INSTRUCTION. HOW DO I AS A CHANCELLOR AFFECT INSTRUCTION? HOW DO WE PROVIDE A CLEAR AND COHERENT APPROACH TO ALL OF OUR SCHOOLS? WE STARTED THE WORK THIS SUMMER BY ROLLING OUT A NEW SUPPORT STRUCTURE. THE FOCUS HAD TO BE ON BRIDGING THE DIVIDE BETWEEN THE CENTRAL DEPARTMENT OF EDUCATION AND OUR SCHOOLS WHO ARE OUR CUSTOMERS. IT HAD TO BE ON MAKING MY STAFF AND THE ENTIRE STAFF OF THE DEPARTMENT OF EDUCATION WORK BETTER FOR OUR CHILDREN, OUR SCHOOLS, AND COMMUNITIES. THIS NEW STRUCTURE CREATES CLEAR LINES OF ACCOUNTABILITY FROM EACH CLASSROOM DIRECTLY TO ME, FROM THE CLASSROOM TO THE CHANCELLOR. IT BRINGS RESOURCES CLOSER TO SCHOOLS, ALIGNS THE SUPPORT AND SUPERVISION’S SOCIAL SUPPORT THE SCHOOLS RECEIVE IS ALIGNED TO WHAT IS EXPECTED OF THEM. SCHOOLS DON’T GET CONFLICTING DIRECTIONS FROM DIFFERENT OFFICES. WE WANT TO MAKE SURE THE ACCOUNTABILITY IS VERY CLEAR WITH OUR EXECUTIVE SUPERINTENDENTS IN THE FIELD. OUR REALIGNMENT ALSO SOLVES A PROBLEM IN OUR ACADEMIC OFFICES. PRIOR TO MY ARRIVAL IN APRIL, WE HAD GREAT, HARD-WORKING PEOPLE FOCUSED ON ISSUES RELATED TO ENGLISH LANGUAGE LEARNERS, HARD-WORKING PEOPLE WORKING VERY HARD ON SPECIAL EDUCATION. INCREDIBLY HARD-WORKING PEOPLE SUPPORTING ENGLISH AND SOCIAL STUDIES AND SCIENCE EDUCATION IN OUR TEACHING AND LEARNING DIVISION. BUT RARELY DID THOSE THREE DIVISIONS HAVE AN OPPORTUNITY TO WORK WITH EACH OTHER. GREAT WORK IN SILOS. IT MATTERS BECAUSE WHEN STUDENTS SHOW UP AT OUR SCHOOLS, THEY DON’T SHOW UP IN SILOS. AS YOU ARE ADDRESSING THE NEEDS OF DISABILITIES, STUDENTS LEARNING ENGLISH, THAT YOU ARE BUILDING CAPACITY FOR OUR TEACHERS FOR GRADE INSTRUCTION, IT MUST BE A SYNERGISTIC, INTERTWINED ENDEAVOR. THEY ARE NOT SIMPLY ENGLISH LANGUAGE LEARNERS OR SPECIAL EDUCATION STUDENTS, THEY ARE A WHOLE, AND THE SYSTEM MUST BEHOLD TO SUPPORT THEM. WE CREATED THE OFFICE OF THE CHIEF ACADEMIC OFFICER WHICH WILL UNIFY AND STREAMLINE THE INSTRUCTIONAL SUPPORTS FOR OUR SCHOOLS, AND WE WILL PROVIDE PROFESSIONAL DEVELOPMENT AND RESOURCES FOR OUR 79,000 TEACHERS IN THE DEPARTMENT OF EDUCATION. WE WILL ENSURE EVERY STUDENT KNOWS HOW TO WRITE WELL, THINK LIKE A SCIENTIST, UNDERSTAND HISTORY, AND EVEN COMPUTER SCIENCE. A NEW YORK CITY PUBLIC SCHOOL DIPLOMA MUST MEAN OUR GRADUATES ARE CRITICAL THINKERS, ARE ARTICULATE AND PASSIONATE ON ISSUES THEY CARE ABOUT, AND CAN WORK IN TEAMS TO COLLABORATE AND ACHIEVE BIG THINGS. THAT IS OUR NORTH STAR. THAT IS WHAT THE GRADUATES SHOULD BE OF NEW YORK CITY PUBLIC SCHOOLS. [APPLAUSE] THERE ARE SOME VOICES IN OUR COMMUNITY THAT WILL SAY NOT ALL CHILDREN ARE CAPABLE OF ACHIEVING AT HIGH LEVELS. I WOULD LIKE TO TELL YOU SOMETHING THAT I TWEETED IN MY FIRST FEW MONTHS IN NEW YORK. IT PROVES THAT THAT IS NOT TRUE. IT WAS A TWEET WITH A QUOTE FROM A SIX YEAR OLD STUDENT THAT SAID SIMPLY THIS. MY TEACHER THOUGHT I WAS SMARTER THAN I WAS. SO I WAS. IT IS ABOUT EXPECTATIONS. LET ME REPEAT THAT. SO I WAS. DO WE BELIEVE EVERY STUDENT IN NEW YORK CITY, REGARDLESS OF RACE, CLASS, INCOME, BACKGROUND, CAN ACHIEVE THE NORTH STAR VISION OF WHAT THEY SHOULD BE AS A GRADUATE? I SAY YES. IF I DID NOT BELIEVE THAT, BECAUSE OF THE CITY OF NEW YORK AND THE DIVERSITY AND THE PASSION OF THE RESIDENTS OF NEW YORK CITY, I WOULD HAVE NEVER COME. BUT I’M GLAD TO BE A PART OF THIS MOVEMENT TO ENSURE THAT WE ALWAYS WILL BE ABLE TO SAY, BECAUSE WE BELIEVE WE WERE SMARTER THAN THEY WERE, THEY WERE. LET’S EXPECT — THAT IS A POWERFUL REMINDER THAT OUR STUDENTS WILL DELIVER WHAT WE EXPECT OF THEM. WE MUST TAKE THIS SYSTEM OF HIGH EXPECTATIONS TO OUR STUDENTS. OUR SECOND PRIORITY IS TO PARTNER WITH COMMUNITIES. ALTHOUGH I’VE NEVER BEEN THE PERSONAL RECIPIENT OR PARTICIPANT OF A 12 STEP PROGRAM, I UNDERSTAND THE FIRST STEP IS TO ADMIT YOU HAVE AN ISSUE. WE HAVE A TRUST ISSUE WITH OUR COMMUNITY. WE WILL NOT ACHIEVE EQUITY AND EXCELLENCE UNTIL WE REALLY EMPOWER PARENTS AND COMMUNITIES. I’M NOT INTERESTED IN ENGAGING COMMUNITIES. I’M INTERESTED IN EMPOWERING COMMUNITIES. THE DIFFERENCE BETWEEN ENGAGEMENT AND EMPOWERMENT IS, IT’S A VERY LOW BAR TO ENGAGE A COMMUNITY. MAKE A POLICY RECOMMENDATION THAT A COMMUNITY DOES NOT LIKE. I GUARANTEE THEY WILL BE ENGAGED. TO TRULY EMPOWER A COMMUNITY MEANS YOU GIVE THEM THE KNOWLEDGE, THE VOICE, AND THE PLACE TO HAVE CONVERSATIONS, TO BE ABLE TO ADVOCATE FOR THEIR CHILDREN. AS WE ADVOCATE AND ENGAGE IN CONVERSATIONS ALL DAY LONG AS A POLICY MAKER, I GET LOTS OF FEEDBACK. BUT RARELY DO I GET FEEDBACK FROM COMMUNITIES WHERE PERHAPS THE CHALLENGES ARE THE GREATEST. THE PARENT WHO IS A RECENT IMMIGRANT TO OUR COUNTRY OR THE PARENT WORKING TWO JOBS, AND UNDERSTANDS THE WAY TO ADVOCATE FOR THEIR STUDENT IS TO SHOW UP AT SCHOOL, I CHALLENGE THAT. BUT IF THAT PARENT KNOWS WHAT THEIR CHILD SHOULD KNOW AT THE END OF THE FIRST GRADE, THAT PREPARES THEM FOR THE SECOND GRADE. IF THAT PARENT KNOWS WHY THE REGENTS EXAMS ARE SO IMPORTANT, IF THAT PARENT UNDERSTANDS THAT COLLEGE GOING CULTURE MEANS YOU HAVE TO UNDERSTAND HOW TO ACCESS RESOURCES TO GO TO COLLEGE, IF THAT PERSON KNOWS WHO TO CALL AND HOW TO ADVOCATE AND WHO TO WRITE TO, NOW WE ARE EMPOWERING PARENTS. WE ARE GIVING THOSE PARENTS THE PRIVILEGE THAT MANY PARENTS IN OUR CITY HAVE THE PRIVILEGE IS NOT A BAD THING, AS LONG AS WE SHARE IT. THAT IS WHAT WE ARE TALKING ABOUT IN TERMS OF EMPOWERING OUR COMMUNITIES. IF IT IS NOT CLEAR ENOUGH, DO PARENTS KNOW HOW TO ACCESS ALL OF THE INFORMATION STREAMS TO MAKE GOOD DECISIONS FOR THEIR CHILDREN? I THINK WE HAVE SOME GOOD WORK DONE BUT WE HAVE LOTS OF WORK TO DO. KNOWLEDGE IS POWER AND WE WILL BE FOCUSING ON THAT WITH OUR PARENTS. LET ME SHARE AN EXAMPLE OF HOW WE ARE EMPOWERING PARENTS. LAST MONTH, I ATTENDED OUR FIRST EVER SPANISH-LANGUAGE SPECIALIZED HIGH SCHOOL INFORMATION FAIR IN THE BRONX. IT MAY BE A SURPRISE AND THIS MAY BE BREAKING NEWS BUT I’M NOT A BIG FAN OF THE SPECIALIZED HIGH SCHOOL ADMISSIONS PROCESS CURRENTLY, BASED ON A SINGLE TEST. BUT NO MATTER HOW THE SYSTEM OPERATES, WE NEED TO MAKE SURE ALL FAMILIES ARE EMPOWERED WITH THE INFORMATION TO NAVIGATE IT. THE CURRENT STATUS QUO IS THAT THEY HAVE TO TAKE A TEST. SO DO THE FAMILIES KNOW ABOUT THAT, DO THEY KNOW WHEN TO START PREPARING? WE IDENTIFIED TOP-PERFORMING MIDDLE SCHOOL STUDENTS WHOSE HOME LANGUAGE WAS SPANISH, WE CALLED THEIR HOMES, WE INVITED THEM AND THEIR PARENTS, AND IN MOST CASES AUNTS, UNCLES, NEIGHBORS, AND WE INVITED THEM TO AN INFORMATION SESSION. WE TALKED TO THEM ABOUT WHAT THE SPECIALIZED HIGH SCHOOLS ARE AND HOW TO PREPARE FOR AND TAKE THE SPECIALIZED ADMISSIONS TESTS. THE SESSION WAS CONDUCTED ENTIRELY IN SPANISH. WE HAD MATERIALS IN ENGLISH, OF COURSE, BUT IT WAS CONDUCTED IN SPANISH. WHAT I HEARD FROM OUR PARENTS, MANY OF OUR SPANISH-SPEAKING PARENTS SAID I HAVE NEVER HAD THIS KIND OF EXPERIENCE. I NEVER HAD THIS KIND OF INFORMATION SHARED WITH ME. I NEVER FELT LIKE I COULD UNDERSTAND WHAT I COULD DO TO HELP MY CHILDREN. THAT IS EMPOWERING FAMILIES. NOT BECAUSE THEY ARE COMING TO US BECAUSE WE ARE COMING TO THEM. COMMUNITY WAS A FOCUS OF OUR RESTRUCTURE THIS SUMMER. FAMILIES WOULD ASK ME QUESTIONS LIKE WHO DO I GO FOR A PROBLEM IN MY CHILD’S SCHOOL, HOW DO I GET MY CHILD’S TEST SCORES? BY THE WAY, THEY ARE EMBARGOED UNTIL DECEMBER. WE ARE HELPING PARENTS AND FAMILIES NAVIGATE OUR SYSTEM. IF YOU ARE NOT GETTING THE ANSWERS YOU NEED, THERE IS A GEOGRAPHICALLY BASED SUPERINTENDENT FOR YOU TO GO TO. IT IS THAT SIMPLE. WE WILL PROVIDE AN INFRASTRUCTURE AND SYSTEMS FOR OUR PARENTS TO BE EMPOWERED, ACTIVE, PARTICULARLY IN HISTORICALLY UNDERSERVED COMMUNITIES. OUR THIRD PRIORITY. I ONLY HAVE 17, OK? JUST KIDDING. WE HAVE 145,000 EMPLOYEES WHO ARE OUR MOST IMPORTANT ASSET. WE WILL BUILD EVERY TEAM ACROSS THE SYSTEM TO REACH ITS FULLEST POTENTIAL. THAT IS WHY OUR THIRD PRIORITY IS TO DEVELOP OUR PEOPLE. IF WE EXPECT STUDENTS TO ACHIEVE EXCELLENCE, WE MUST SUPPORT OUR LEADERS AND THE MEMBERS TO THAT END. IT IS JUST THAT SIMPLE. OUR FOURTH PRIORITY THIS YEAR, IF WE ARE TO ACCOMPLISH ANYTHING OR EVERYTHING I HAVE LAID OUT SO FAR, WE MUST HAVE A FOURTH PRIORITY, AND THAT IS TO ADVANCE EQUITY. NOT IN THE FUTURE, NOT MAYBE. ADVANCE EQUITY, NOW. [APPLAUSE] I AM PROUD TO BE THE CHANCELLOR OF THE NEW YORK CITY PUBLIC SCHOOLS, BUT AS A CHANCELLOR, I LEARNED A VERY IMPORTANT LESSON AS A CLASSROOM TEACHER. THAT LESSON WAS, IF YOU ARE NOT HONEST, IF YOU ARE NOT TRANSPARENT, THE CHILDREN WOULD OUT YOU IN TWO SECONDS FLAT. I LEARNED THAT LESSON AS A TEACHER AND CARRY THAT LESSON WITH ME NOW HAS YOUR CHANCELLOR. I WILL BE HONEST, TRANSPARENT, YOU WILL KNOW WHERE I STAND. MORE IMPORTANTLY, IT IS NOT BECAUSE OF IT IS WHAT I THINK BUT IT IS BECAUSE THAT IS WHAT THE RESEARCH TELLS US. WE CANNOT HAVE EXCELLENCE, WE CANNOT IMPROVE OUTCOMES WITHOUT EQUITIES EXISTING IN OUR SYSTEM. THIS MEANS WE MUST INVEST IN HISTORICALLY UNDERSERVED COMMUNITIES WITH RESOURCES, TIME, ATTENTION, AND DIRECTION. LET ME GIVE YOU AN EXAMPLE OF WHAT THIS LOOKS LIKE. ON THE FIRST DAY OF SCHOOL THIS YEAR, I HAD THE PLEASURE OF VISITING TWO ADVANCED PLACEMENT CLASSES IN THE BRONX. THE STUDENTS WERE FANTASTIC. THEY WERE TACKLING THE CHALLENGING TOPICS OF GUN VIOLENCE IN OUR COMMUNITIES AND SCHOOLS ON THE FIRST DAY. IN AN AP U.S. HISTORY CLASS, STUDENTS WERE USING A DISCUSSION PROTOCOL TO TALK ABOUT THE SECOND AMENDMENT. TYING THAT INTO A LARGER CONVERSATION ABOUT WHETHER OR NOT AMERICA HAS LIVED UP TO ITS IDEALS AS A NATION. IN THE AP PSYCHOLOGY CLASS, STUDENTS WERE CITING EVIDENCE FROM THEIR SUMMER READING TO CONNECT POLICING IN THEIR COMMUNITIES TO QUESTIONS OF BIAS, PERCEPTION, HOW OUR BRAINS THINK AND REACT TO THOSE PARTICULAR CIRCUMSTANCES. AS A PART OF THE MAYORS AND MY EQUITY AND EXCELLENCE FOR ALL AGENDA, WE ARE INVESTING IN AP COURSES LIKE THESE AT OVER 250 SCHOOLS, ABOUT 80 OF WHICH NEVER BEFORE HAD AN ADVANCED PLACEMENT CLASS. IMAGINE STUDENTS AT 80 SCHOOLS ACROSS THE MOST PROGRESSIVE, DIVERSE CITY IN AMERICA WHO ARE GETTING THE MESSAGE THAT THEY WERE NOT READY FOR RIGOROUS COLLEGE PREP WORK, AND WE DON’T EVEN HAVE A CLASS TO GET YOU THERE. THE MESSAGE THAT WE DON’T THINK THEY CAN CUT IT IN COLLEGE COURSES NEEDS TO BE ELIMINATED. THOSE 80 SCHOOLS ARE OVERWHELMINGLY IN PLACES LIKE SOUNDVIEW, THE SOUTH BRONX, CENTRAL BROOKLYN. THAT IS NOT AN ACCIDENT. WE WILL NOT FIX IT BY AN ACCIDENT EITHER. AS WE INVEST AND EXPAND PROGRAMS LIKE AP FOR ALL AND DEEPEN OUR EQUITY FOR ALL AGENDA, WE NEED TO UNPACK DISPARITIES AND ASK OURSELVES, WHERE ARE WE PERPETUATING THOSE DISPARITIES? WHAT ACTIONS CAN WE TAKE TO ADDRESS THEM? IT WILL BE UNCOMFORTABLE BUT WE HAVE TO ADDRESS THE IN EQUITY 1.1 MILLION STUDENTS BY THE WAY, 70% OF WHOM ARE BLACK AND LATINO IN A NEW YORK CITY PUBLIC SCHOOLS. WE ARE GOING TO APPLY AND EQUITY LENS TO EVERYTHING WE DO. WE WILL PUT PROGRAMS IN PLACE AND WE WILL FUND THEM. WE HAVE ALREADY EXPANDED OUR ANTI BIAS TRAINING AND EXPEDITED IT SO IT WILL REACH EVERY EDUCATOR IN TWO YEARS. REMEMBER THAT QUOTE, MY TEACHER THAT I WAS SMARTER THAN I WAS, SO I WAS. WE CANNOT HAVE AN ADULT IN A CLASSROOM WHO DOES NOT THINK THAT EVERY STUDENT THAT WALKS THROUGH IS BRILLIANT. WE HAVE PRIORITIZED THREE-K FOR ALL. WHEN WE TALK ABOUT EQUITY, WE WILL ACKNOWLEDGE THE ELEPHANT IN THE ROOM, SEGREGATION. I HAVE BEEN DOING THAT SINCE DAY ONE. I WILL REMIND YOU THAT INTEGRATING SCHOOLS IS ABOUT EXPANDING OPPORTUNITY, NEVER ABOUT SHRINKING OPPORTUNITY. IT DOESN’T LOWER ACADEMIC ACHIEVEMENT FOR ANYBODY. IN FACT, IT IMPROVES IT FOR ALL. THE RESEARCH IS CLEAR. INTEGRATION IS GOOD FOR EVERY CHILD. WE NEED TO CONFRONT THIS PROBLEM HEAD ON AS NEW YORKERS. NOT RUN FROM IT. WE NEED TO CONFRONT IT AND WE HAVE ALREADY STARTED TO INTEGRATE SCHOOLS IN SOME OF OUR MOST SEGREGATED SCHOOL DISTRICTS. WE ARE WORKING TO CREATE MORE OPPORTUNITIES FOR OUR STUDENTS IN OUR SPECIALIZED SCHOOLS. WE ARE TAKING A HARD LOOK IN SOME OF OUR ENROLLMENT PRACTICES FROM THREE-K THROUGH 12TH GRADE. WHY DO WE HAVE A SYSTEM THAT WE DO, ARE THEY IN THE BEST INTEREST OF OUR SYSTEM? ARE THE SYSTEMS THAT WE CREATED 30, 40 YEARS AGO STILL EFFECTIVE AND RELEVANT TODAY, IN TODAY’S NEW YORK CITY? ARE THEY THE BEST INTEREST OF OUR STUDENTS, CITY, OUR FUTURE ECONOMIC VIABILITY? THE WORK OF INTEGRATING SCHOOLS AND ADDING MORE OPPORTUNITY ACROSS ALL OF OUR SCHOOLS WITH AP COURSES, THREE-K PROGRAMS, LITERACY, THEY ALL GO TOGETHER. WE MUST HAVE HIGH QUALITY SCHOOLS IN EVERY NEIGHBORHOOD AND LEARNING EXPERIENCES THAT OUR STUDENTS AND FAMILIES ARE EXCITED ABOUT. MY FRIENDS, ON THE OPENING DAY OF SCHOOL LAST WEEK I LOOKED AT ALL OF THE BRIGHT, YOUNG FACES THAT I COULD SEE, AND I SAW HOW EAGER THE STUDENTS WERE TO LEARN AND GROW, TO BECOME RESPONSIBLE, ACCOMPLISHED ADULTS. I REALIZED EDUCATING THE NEXT GENERATION OF LEADERS IS NOT THE JOB OF ONE CHANCELLOR OR ANY ONE PERSON, IT IS THE JOB OF MILLIONS, THE JOB OF US. WHEN WE GET THIS RIGHT, WHEN WE INTERVENE IN THE LIFE OF STUDENTS LIKE MARCO, THE YOUNG MAN FROM THE BRONX THAT I MET, WHO IS BRILLIANT, BUT WHO IS LIVING IN TEMPORARY HOUSING. IN THE OLD SYSTEM, MARCO COULD MOVE FROM UNDERSERVED SCHOOL TO UNDERSERVED SCHOOL. HE WOULD NOT BE VIEWED AS ELITE OR SPECIAL. IN THE OLD SYSTEM, HE MAY AS WELL BECOME A STATISTIC, A DROPOUT. BUT WHEN WE GET THIS RIGHT, MARCO’S TEACHERS SEE HIM FOR THE BRILLIANCE BETWEEN HIS EARS, NOT JUST THE STRUGGLES HIS FAMILY OVERCOMES EVERY DAY. MARCO, LIKE 1.1 MILLION OTHER CHILDREN ACROSS THE CITY OF NEW YORK, IS MORE THAN JUST A LABEL. MARCO IS A FUTURE DOCTOR, PERHAPS FUTURE LAWYER, PERHAPS FUTURE LEADER. IF WE ARE LUCKY, MARCO IS A FUTURE TEACHER. [APPLAUSE] I BELIEVE WITH EVERY FIBER OF MY BEING THAT THIS VISION THAT WE CAN MAKE REAL FOR MARCO AND EVERY CHILD, CAN BE MADE REAL IN EVERY ONE OF OUR FIVE BOROUGHS. MY FRIENDS, WE NEED YOU, WE NEED ALL OF YOU, YOUR IDEAS, YOUR COMMITMENT, YOUR INTEREST. WE CAN CREATE A SCHOOL SYSTEM THAT REFLECTS THE BEST OF OUR DIVERSITY, THE BEST OF OUR DIVERSE AND INNOVATIVE CITY. IF ANY CITY CAN TRULY ACHIEVE EQUITY AND EXCELLENCE, IT IS THE CITY THAT SHINES BRIGHT AS AN EXAMPLE FOR THE WORLD, THE CITY WITH OUR LADY LIBERTY, WELCOMING PEOPLE FROM ALL OVER THE WORLD WITH A MESSAGE THAT PERSONALLY RESONATES FOR ME. GIVE ME YOUR TIRED, YOUR POOR, YOUR HUDDLED MASSES YEARNING TO BREATHE FREE. THE WRETCHED REFUSE OF YOUR TEEMING SHORE. EQUITY AND EXCELLENCE IS NOT SOMETHING NEW, IT IS THE FIBER OF NEW YORK CITY, A CITY BUILT BY IMMIGRANTS. A CITY OF LANGUAGES. A CITY OF COURAGE. A CITY OF VISION. A CITY OF HOPE. MY FRIENDS, THAT IS OUR CITY, AND THIS IS OUR SCHOOL SYSTEM. THANK YOU VERY MUCH FOR ALLOWING ME TO SHARE SOME THOUGHTS THIS MORNING. [APPLAUSE]>>CHANCELLOR HAS GRACIOUSLY AGREED TO TAKE SOME QUESTIONS SO PLEASE RAISE YOUR HAND IF YOU HAVE ANY QUESTIONS.>>I’M NAN MORRISON AND I AM THE CEO FOR THE COUNCIL OF ECONOMIC EDUCATION. THANK YOU FOR YOUR BRILLIANT, HEARTFELT REMARKS. MY PARENTS ARE PRODUCTS OF A NEW YORK CITY PUBLIC SCHOOL IN BROOKLYN. YOU MENTIONED NOT EVERY CHILD GOES TO COLLEGE. I’M ALSO WONDERING WHAT YOUR VISION IS FOR THE FUTURE OF CTE PROGRAMS AND OTHER INNOVATIVE PROGRAMS SUCH AS THE IBM HIGH SCHOOLS.>>THANK YOU FOR THE QUESTION. CTE PROGRAMS, CAREER TECHNICAL EDUCATION PROGRAMS ARE NOT THE VOCATIONAL ED PROGRAMS OF OUR PAST, THEY ARE DIFFERENT. SOME OF THE MOST RIGOROUS, HANDS-ON LEARNING HAPPENS IN THE CTE PROGRAMS. I WILL GIVE YOU AN EXAMPLE. I VISITED THE AVIATION HIGH SCHOOL IN QUEENS. WHAT I SAW AT THE HIGH SCHOOL WAS YOUNG MEN AND WOMEN EQUALLY DISPERSED, DIVING INTO UNDERSTAND THE PHYSICS AND MECHANICS OF AIRPLANE FLIGHT. WHAT IS THE PHYSICS ON A PROPELLER, WHEN YOU TWIST IT BY CERTAIN DEGREES, WHAT DOES THAT DO TO THE LIFT THAT IMPACTS YOUR TAKEOFF? THEY WERE EXPLAINING THIS TO ME IN TERMS THAT WERE BOTH TECHNICAL BUT UNDERSTANDABLE. THEN THEY WERE DEMONSTRATING HOW THEY ADJUST. WHAT I LATER FOUND OUT, JUST AS RIGOROUS AS THAT SCIENCE AND TECHNOLOGY EDUCATION WAS FOR THEM, IT WAS JUST AS RIGOROUS IN THEIR ENGLISH CLASS WHERE THEY HAD TO WRITE TECHNICAL PAPERS DESCRIBING WHAT THEY WERE DOING WITH THEIR PROJECTS. WHAT WAS EVEN MORE IMPRESSIVE WAS WHEN THE STUDENTS FINISH, THEY WILL GRADUATE WITH A CERTIFICATE THAT WILL ALLOW THEM TO WALK INTO ANY AIRPORT IN AMERICA AND GET HIRED ON THE SPOT. IF THEY STAY AN ADDITIONAL YEAR, A FIFTH YEAR IN HIGH SCHOOL, BUT IF THEY ACHIEVE AN ADDITIONAL CERTIFICATION FROM THE FAA, THEY WILL WALK INTO ONE OF THOSE JOBS CLOSE TO SIX FIGURES. THAT IS THE KIND OF LEARNING WE NEED TO BE DOING. WE HAVE GREAT EXAMPLES IN NEW YORK CITY. OUR PTECH HIGH SCHOOLS WHERE OUR STUDENTS HAVE A PARTNERSHIP WITH A BUSINESS PARTNER, THEY UNDERSTAND WHAT CAREER THEY ARE GOING FOR. WHEN THEY ARE IN SOPHOMORE TAKING A CLASS AND THEY DON’T UNDERSTAND WHY — IF I WANT THAT KIND OF A JOB, I NEED TO MASTER THAT. YOU CREATE THE VISION AND YOU CONNECT THEM TO IT. I’M A HUGE SUPPORTER OF CAREER TECHNICAL EDUCATION, AND IN PARTNERSHIP WITH OUR BUSINESS COMMUNITY, YOU WILL SEE MANY OF THOSE PROGRAMS THAT WILL BE NURTURED AND GROWN THROUGHOUT ALL FIVE BOROUGHS IN OUR CITY.>>I’M THE ACTING DEAN OF EDUCATION AT PACE UNIVERSITY. TODAY I’M WITH OUR PRESIDENT. ACTUALLY, THE SCHOOL OF EDUCATION AT PACE UNIVERSITY, WE ARE TRAINING THE LARGEST GROUP OF YOUR TEACHING FELLOWS. YOUR THIRD PRIORITY, YOU SAID YOU WOULD SUPPORT YOUR TEACHER AND STAFF. I’M WONDERING, SINCE YOU TALK ABOUT ENGLISH LANGUAGE LEARNERS, I’M WONDERING WHETHER YOU WILL HAVE ANY OPPORTUNITIES FOR LOCAL UNIVERSITIES SUCH AS PACE UNIVERSITY. WE ARE ACROSS THE STREET FROM YOU. TO HAVE THE OPPORTUNITY TO WORK WITH YOU, TO HELP YOU DEVELOP SOME PROFESSIONAL CLASSES, COURSES FOR YOUR TEACHERS.>>YES AND THANK YOU FOR YOUR PARTNERSHIP BUT YOUR PRESIDENT BEAT YOU TO THE PUNCH. I HAVE HIS BUSINESS CARD RIGHT HERE, AND WE ARE GOING TO TALK ABOUT THAT VERY TOPIC. SO, YES. THANK YOU.>>GOOD MORNING, CHANCELLOR. I AM THE PARENT OF THREE VERY PROUD PUBLIC SCHOOL STUDENTS. THANK YOU FOR EVERYTHING THAT YOU ARE DOING. [APPLAUSE] THE STATISTICS ARE ACTUALLY AMAZING. MY FAVORITE ONE THE OTHER DAY, ONE IN 300 AMERICANS ARE NEW YORK CITY PUBLIC SCHOOL STUDENTS. THE RESPONSIBILITY YOU HAVE IS INCREDIBLE AND WE’RE SO EXCITED ABOUT WHAT WE ARE HEARING. MY QUESTION IS ABOUT TECHNOLOGY. TECHNOLOGY IS EVOLVING AT SUCH A RAPID PACE. WHAT INITIATIVES THE DEPARTMENT LOOKING AT TO UTILIZE NEW TECHNOLOGY TO HELP US IN CLASSROOM LEARNING AND FAMILY EMPOWERMENT.>>THANK YOU. TECHNOLOGY IS RAPIDLY PROPAGATING ITSELF THROUGHOUT NOT ONLY NEW YORK CITY BUT ACROSS THE EDUCATION SPACE. I WOULD SAY THERE IS A FALSE DICHOTOMY THAT OFTEN GETS TALKED ABOUT WHEN WE TALK ABOUT TECHNOLOGY. THAT IS THAT THE NEWEST, GREATEST APPLICATION CAN TAKE THE PLACE OF A CLASSROOM EXPERIENCE. LET ME BE CLEAR. I KNOW IT’S NOT YOUR QUESTION BUT I WANT TO MAKE SURE EVERYONE UNDERSTANDS. TECHNOLOGY WILL NEVER REPLACE A WELL-TRAINED TEACHER IN A CLASSROOM. IT IS JUST NOT. HOWEVER, I DO THINK THAT TECHNOLOGY WHEN USED EFFECTIVELY CAN TRANSFORM WHAT HAPPENS IN THE CLASSROOM IN TERMS OF STUDENT LEARNING. IN THE NEW YORK CITY DEPARTMENT OF EDUCATION WE ARE INCREASING OUR BROADBAND CONNECTIVITY RATE. WE ARE NOT WHERE WE WANT TO BE BUT WE HAVE A PLAN IN PLACE THAT OVER THE NEXT TWO YEARS WE’LL HAVE THE FASTEST TECHNOLOGY, FASTEST RATE WE HAVE EVER SEEN. WE ALSO HAVE ISSUES OF WIRELESS, CONNECTING DEVICES. THAT BEING SAID — LET ME EDITORIALIZE FOR A SECOND. IN THE OTHER FOUR COMMUNITIES I LIVED AND WORKED, DONE SOME LEADERSHIP IN THIS AREA, THERE IS SOMETHING VERY DIFFERENT ABOUT NEW YORK CITY AS I HAVE GOTTEN TO KNOW NEW YORK CITY. IN OTHER LOCATIONS WHERE I HAVE LIVED AND WORKED, I HAVE MET ELECTED OFFICIALS WHO TALK A LOT ABOUT SUPPORTING SCHOOLS. THEY BELIEVE IN SCHOOLS, SUPPORT SCHOOLS, BUT RARELY DO THEY EVER WRITE A CHECK FROM THEIR ACCOUNTS TO SUPPORT SCHOOLS. IT IS VERY DIFFERENT IN NEW YORK CITY. I CANNOT TELL YOU HOW MANY ASSEMBLY MEMBERS, SENATE MEMBERS, BOROUGH PRESIDENTS, COUNCIL MEMBERS I HAVE MET WITH OR VISITED SCHOOLS, AND THE SCHOOL WOULD SAY THAT COMPUTER CART WAS BECAUSE OF THIS COUNCILMEMBER, THAT WHITEBOARD IS BECAUSE OF THE ASSEMBLY MEMBER. SO KUDOS TO OUR ELECTED OFFICIALS BECAUSE YOU WALK THE TALK AND YOU ACTUALLY WRITE THE CHECKS. SO THANK YOU FOR SUPPORTING OUR SCHOOLS. BUT I WILL SAY THIS. LET ME GIVE YOU AN EXAMPLE OF WHAT I MEAN TO YOUR POINT ABOUT TECHNOLOGY. I HAD THE OPPORTUNITY TO WITNESS A SEVENTH GRADE PHYSICS CLASS. THE PHYSICS CLASS STUDIED THE DIFFERENCE BETWEEN SPEED AND VELOCITY. TWO CONCEPTS IN THE PHYSICS CURRICULUM. THIS TEACHER HAD BEEN TRAINED AS A TECHNOLOGY TEACHER, WAS A PHYSICS TEACHER, SCIENCE TEACHER, SO SHE HAD AN IPAD CART FOR HER CLASSROOM. SHE HAD — THE KIDS HAD DEVELOPED A RUBRIC, SO WHEN THEY PRESENT, THEY GIVE EACH OTHER FEEDBACK. FOR THIS LESSON, IN THE PAST, THE TEACHER WOULD HAVE SAID TAKE OUT YOUR PHYSICS TEXTBOOK, OPEN UP CHAPTER THREE, READ THE CHAPTER ON SPEED AND VELOCITY, ANSWER THE QUESTIONS AT THE END. WHAT THIS TEACHER DID WAS SAY, WE ARE GOING TO DO AN INTERACTIVE PROJECT. SHE GROUPED THE STUDENTS IN TWO OR THREE, AND THEY WENT OUT. MAKE A TWO TO THREE MINUTE VIDEO DEMONSTRATING THE DIFFERENCE BETWEEN SPEED AND VELOCITY. SO I CAME ON THE DAY WERE THEY WERE GOING TO SHARE THEIR VIDEOS. THE KIDS WALK IN, THE SCREEN IN THE CLASSROOM GOES UP, THEY HAVE A SOFTWARE PROGRAM WHERE THEY CAN SHARE. THE STUDENTS LOG IN. THE TEACHER SAYS, WHO GOES FIRST? THE KIDS COME IN, LOG IN, THE VIDEO COMES UP, AND IT WAS AMAZING. KIDS WERE SLIDING DOWN THE HALLWAY. SOMEBODY HAD A TAPE MEASURE. THEY HAVE THE FORMULA SUPERIMPOSED ON THE VIDEO. SOMEBODY WAS DROPPING A WATERMELON OFF A ROOF TO DEMONSTRATE. ANYTHING YOU CAN THINK OF IN TERMS OF CREATIVITY THESE KIDS CAPTURED. AS THEY ARE SHOWING THE VIDEO, THEIR PEERS ARE TYPING FEEDBACK WHICH IS APPEARING ON THE SCREEN. WAS NOT REALLY CLEAR. DON’T UNDERSTAND. ALL OF THIS FEEDBACK. THEY ARE DONE, EVERYBODY CLAPS, SHE CAPTURES THE FEEDBACK, EMAILS IT TO THE STUDENT. THE NEXT GROUP COMES UP AND PRESENTS. THOSE STUDENTS NOW HAVE 48 HOURS TO MAKE ANY REVISIONS BASED ON THEIR FEEDBACK AND SUBMIT FOR A FINAL GRADE. NO ONE WOULD SAY THAT THE TECHNOLOGY REPLACED THE EFFECTIVE PEDAGOGY HAPPENING IN THAT CLASSROOM. BUT THE TEACHER USING TECHNOLOGY TO ENHANCE THE PEDAGOGY, TO CONNECT THE STUDENTS IN A REAL WAY, IS WHAT OUR GOAL IS AND HOW WE USE TECHNOLOGY. WE WANT TECHNOLOGY TO BE OF USE TO OUR STUDENTS AND TEACHERS. THE OTHER THING I’LL SAY, AS WE DO THIS, IT BECOMES INCREASINGLY IMPORTANT THAT WE PAY ATTENTION TO HOW STUDENTS USE TECHNOLOGY. PART OF OUR NORTHSTAR THAT WE WANT EVERYONE OF OUR STUDENTS TO HAVE AS THEY GRADUATE FROM OUR CITY SCHOOLS, IT’S GOING TO BE IMPORTANT THEY HAVE A DIGITAL IDENTITY AS WELL, THAT THEY KNOW HOW TO MAKE INFORMED DECISIONS BASED ON THE INFORMATION THEY ARE GETTING OFF THE INTERNET, THAT THEY CAN APPLY A LENS OF TRUTH TO WHAT THEY ARE SEEING AND READING. IT WILL BE IMPORTANT THAT THE THIRD-GRADER, FOURTH-GRADER, USING TECHNOLOGY UNDERSTANDS THAT WHEN THEY BECOME 24 YEARS OLD, APPLYING FOR THAT JOB, SOMETHING THEY POSTED ON THEIR SOCIAL MEDIA SITE MAY, IN FACT, INHIBIT FURTHER OPPORTUNITIES. IT IS AN IMPORTANT QUESTION. THANK YOU FOR MAKING IT. [APPLAUSE]

2 thoughts on “Richard Carranza: Chancellor, New York City Schools | CUNY TV Presents ABNY”

  1. 160 EAST 103 sT
    & LEXiNGTON
    NEW YORK CiTY

    PARTNER s
    iN CARE
    41 sT. & 2 avenue
    2014 2018

    BOARD oF EDUCATiON
    RiCHARD CARRANZA

    LiNDSEY CHRiST
    NY 1 NEWS
    AMERiCAN
    EDUCATiON
    REPORTER

    CHANNEL 11
    BETTY NGUYEN
    AMERiCAN
    JOURNALiST

    MAGEE HiCKEY
    AMERiCAN
    JOURNALiST

    PAT KiERNAN
    NY 1 NEWS
    AMERiCAN
    JOURNALiST

  2. 160 EAST 103 sT
    & LEXiNGTON
    NEW YORK CiTY
    2014 2018

    BOARD oF EDUCATiON
    RiCHARD CARRANZA

    LiNDSEY CHRiST
    NY 1 NEWS
    AMERiCAN
    EDUCATiON
    REPORTER

    CHANNEL 11
    BETTY NGUYEN
    AMERiCAN
    JOURNALiST

    PAT KiERNAN
    NY 1 NEWS
    AMERiCAN
    JOURNALiST

    MAGEE HiCKEY
    AMERiCAN
    JOURNALiST

    VAN TiEU
    NY 1 NEWS
    AMERiCAN
    JOURNALiST

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