Pathway in the News
Pathway Teacher, Matthew Hernandez Nominated for RAVE 2020 - Nov. 2020
Tenure: 2 years
Websource | SFUSD
Name: Matthew Hernandez
Department/School: Monroe Elementary School
Why are you nominating this employee?
Mr. Hernandez is an excellent teacher.
What are some of the positive qualities that distinguish this employee’s work?
He is friendly and responsible.
Please give us a specific example of something that this employee did/does that you
would like to recognize:
Mr. Hernandez is a great and excellent teacher. He maintains a highly professional approach
for students. He is kind, responsible, compassionate, efficient, patient, and an excellent
communicator. He has so many strategies for engaging students via zoom-constantly making it very clear what he expects them to do. He has high expectations and provides lots of support. The environment he creates for the students is also very joyful and relaxing during distance learning period. I'm nominating Matthew Hernandez for the Rave because he is creative, dynamic, hard-working with the students.
Nominated By: Colleague
Pathway Teacher Educator, Yasmir Navas 2020 RAVE Winner - Oct. 2020
Yasmir Navas, Special Education Teacher, Sanchez Elementary School - Distinguished Service Award Winner for October 2020
Websource | SFUSD
"Yasmir views every opportunity and challenge through the lens of student need. With the lens of a SpEd educator, she advocates in all settings (classrooms, staff meetings, assemblies, field trips) for accessibility and inclusion for ALL students. Yasmir views every student in the school as her own student. She opens her doors to students who need a break or a snack- students prefer her classroom because it is so warm, so friendly, so multi-sensory and so relationship-driven. Yasmir's tireless push for inclusion of her students in General Education settings both academically and socially makes Sanchez overall a better and more community-oriented place to be "-Nominated 1/2020
Can School Districts Be Education Schools, Too? - Oct. 14, 2020
Can School Districts Be Education Schools, Too?
Dan Weisberg | October 14, 2020 | TNTP
Teachers are the most important part of any school’s success—yet many school systems struggle year after year to find the teachers they need to staff their classrooms. The problem isn’t so much an overall teacher shortage as a shortage of the right teachers in the right subjects. For example, education schools might graduate lots of elementary teachers when local schools might really need special education and high school STEM teachers. And since teachers produced by most traditional preparation programs are overwhelmingly white, almost any district looking to increase teacher diversity—which can dramatically increase opportunities for students of color—will struggle to find enough teachers of color.
School systems can address some of these challenges by partnering more closely with local teacher preparation programs—for example, by sharing projections for the number of teachers they’ll need in different license areas well in advance. But what if districts didn’t have to rely solely on outside providers to find and train the teachers they need?
It’s an idea we’ve been exploring since 2015 with funding from U.S. Department of Education’s Supporting Effective Educator Development (SEED) program. We’ve helped school systems in several cities—including Boston, Charlotte, Dallas, San Francisco, and Tulsa—create in-house alternative certification programs based on our successful Teaching Fellows model. As we worked closely with our partners to get the programs up and running, we also planned to transition full ownership to district staff within 2-3 years—ensuring the programs would be sustainable for the long run and not dependent on outside partnerships.
We knew district-run teacher training programs had a lot of upside: for example, districts could customize everything from selection criteria to pre-service training to fit their priorities, expectations, and specific staffing needs from year to year. But because few districts have ever tried this approach, we couldn’t be sure it would work in practice. And we heard skepticism from some observers about whether districts really had the ability to pull this off.
Fortunately, we now have an answer. Last month, the RAND Corporation released results from a study of three of the programs we’ve helped develop. The findings show that in-house certification programs can be a valuable part of any district’s teacher pipeline. Specifically, RAND found that:
- Teachers trained by the programs contributed substantially to the teacher supply in these districts, particularly in hard-to-staff subject areas.
- The programs trained teachers who were more racially diverse than those who came from other sources.
- Teachers certified by the programs were significantly more effective than other first-year teachers in math, at least as effective in English, and just as likely to remain in teaching.
Taken together, the findings about diversity and effectiveness are especially important: they’re the latest proof that we don’t have to choose between high expectations for the teaching profession and a teacher workforce that actually looks like the students it serves. If a startup teacher preparation program can achieve these results, there’s no reason established education schools with access to multi-billion dollar endowments can’t do the same.
While we don’t yet know exactly how the COVID-19 pandemic and its economic aftermath will affect school staffing, it’s safe to say they won’t make things any easier. Now more than ever, federal and state governments should look for ways to support innovative approaches to teacher preparation—including district-run programs.
RAND Research Finds Positive Impacts of Pathway to Teaching - Oct. 2020
RAND Research Finds Positive Impacts of Pathway to Teaching
TNTP, an organization committed to ending educational inequities by promoting the recruitment, training, and retention of high-quality teachers and school leaders, implemented its Teacher Effectiveness and Certification (TEACh) initiative in three urban school districts. Through TEACh, TNTP works with school districts to develop a within-district process to recruit, prepare, and certify teacher candidates, as well as hire and support them in their first year. As part of an evaluation of this initiative, RAND investigated each district program's implementation and costs, the effects of TEACh on the recruitment and retention of teachers, and the relative performance of those teachers. This is the final report for that evaluation.
Communication was vital to the implementation of TEACh
- Transparent and effective communication between the TEACh program staff and teaching candidates defined participants' experiences in the program.
- Collaboration between TNTP and district staff was key to ensuring that the TEACh program served its purpose but also fit with districts' diverse needs and infrastructure.
The impact of TEACh was clearest in its supply of racially diverse teachers for hard-to-staff district roles
- The TEACh program contributed substantially to the supply of teachers in participating districts, particularly in hard-to-staff roles. TEACh teachers were also more racially diverse. They remained teaching in the district at rates comparable to those of other new teachers.
- Achievement gains in mathematics were significantly higher for students of TEACh teacher candidates in their first year, relative to students of comparison first-year teachers, in each district. In English Language Arts (ELA), first-year results were directionally positive but not statistically significant.
The cost of TEACh was somewhat higher than that of similar programs, but the costs of various components in different districts varied widely
- In its first three years, the average cost per TEACh hire was somewhat higher than available estimates for similar programs operating within or with school districts. However, the range of TEACh costs varied widely across the three districts and likely included large start-up costs.
- Major TEACh program costs included the costs for district and TNTP staff and the costs for pre-service training and coaching, in particular.
Pathway Teacher Codion Isom + Man The Bay - Sep. 17, 2020
How the Warriors are working to get more Black men teaching in San Francisco’s classrooms
Wes Goldberg | September 17, 2020 | East Bay Times
Codion Isom, a product of Urban Ed program in Bayview supported by Golden State Warriors, is in his first year teaching at Malcolm X Academy.
To get the students’ attention, the San Francisco teacher turned to someone familiar: Stephen Curry. Well, not the real Curry, but the idea of him.
During a recent virtual class for Malcolm X Academy, a predominately Black elementary school in San Francisco’s Bayview neighborhood, Codion Isom asked his group of kindergarteners if they knew which Warriors player was 32 years old, 6-foot-3 and married to Ayesha. Referencing Warriors players is one of the ways the first-year teacher is able to hold his students’ attention.
“‘Can you tell me what player that is?’” Isom recalled asking. “And some of the kids are like, ‘That’s Stephen Curry! That’s Stephen Curry!’ We’re always talking about them in the classroom.”
Isom, 27, is a product of the “Man The Bay” teacher development program from Urban Ed Academy, a San Francisco-based organization that aims to increase the representation of Black and Latino educators in classrooms. Since 2014, the Warriors Community Foundation has granted more than $300,000 to the program.
“Representation matters,” said Urban Ed’s executive director Randy Seriguchi. “You need to be able to see somebody that looks like you and, even across the screen, that’s great.”
Today, Black men make up less than less than 2% of America’s teaching force and Latino men make up less than 3%, according to Urban Ed. Through the “Man The Bay” program, the organization works with Black homeowners in the Bayview area to help renovate their homes in exchange for housing prospective teachers at an affordable rate. Urban Ed then provides “fellows” like Isom with training, housing and mentorship.
Because of his experience working at his local YMCA in his hometown of Detroit, Isom knew after earning his degree from Texas Southern University a little more than a year ago, he could make an impact by working with children.
As classes resume virtually during the coronavirus pandemic, teachers are challenged to keep students engaged and make the personal connections that happen in the classroom.
“It’s been pretty difficult but the thing that I do is I’m making sure we’re always having fun,” Isom said, referring to his name-that-Warrior game. “Sitting in front of the screen can be distracting and disengaging, so we play different games.”
Before these social-distancing times, Warriors players visited Malcolm X Academy, making them a bit more than just Jeopardy!-style answers to the students.
In 2018, the first year of the partnership between the school and the Warriors Community Foundation, former Warriors center DeMarcus Cousins visited the school. Instead of a quick pop-in, Cousins stayed the entire afternoon and played basketball with the kids.
“He appreciated that this was a Black organization of Black students in a Black neighborhood,” Seriguchi said. During Cousins’ visit, a local news crew caught the 7-footer blocking a student’s shot. The clip went viral. “The kid loved it, ate it all up,” Seriguchi recalled.
As president of the Warriors Community Foundation, Nicole Lacob — the wife of Warriors majority owner Joe Lacob — aimed to address the achievement gap among communities in the Bay Area. She homed in on Bayview — a neighborhood with the city’s highest Black population (21.5%, according to the 2010 U.S. Census) and had a high-school graduation rate of just 23% when the partnership started six years ago.
“We really thought we’d invest our money specifically there so that we could move that needle,” Nicole Lacob said.
This year, the first wave of teachers from Urban Ed will be hired into classroom jobs. Three, including Isom, have already been hired as teachers, and two more are expected to complete the program, which would mark a 100% success rate.
Going forward, the partnership between the Warriors and Urban Ed will continue to focus on addressing the racial divide, housing crisis and achievement gap in Bayview.
When teachers are allowed back into classrooms and fans back into Chase Center, Isom — who still has his wristband from the time he and his fellows at Urban Ed sat courtside for a game — hopes to meet Draymond Green and tell Green about the time he watched the fellow Michigan native play his school in a basketball game.
Until then, which Warriors player is 30 years old, 6-foot-6 and from Saginaw, Michigan?
“It’s about getting their attention,” Isom said of his game. “But it’s also teaching them a lesson, as far as being aware of their surroundings.”
SFUSD's Teacher Credential Program Incorporates Digital Instruction - Jul. 21, 2020
SFUSD's Teacher Credential Program Incorporates Digital Instruction
July 21, 2020 | SFUSD
San Francisco (July 21, 2020) - At a time when the San Francisco Unified School District (SFUSD) is offering support for educators to teach students from a distance during the COVID-19 pandemic, the district is also preparing future educators enrolled in SFUSD’s Pathway to Teaching program on how to teach virtually.
The 74 participants in this year’s cohort of Pathway to Teaching, a credentialing program run by SFUSD that allows teacher candidates to earn their teaching credential while getting paid to work as a teacher, are finishing their seven weeks of coursework and applied practice and are preparing to lead classroom instruction virtually when the 2020-21 school year begins in August.
SFUSD Pathway to Teaching is a teacher credentialing program approved through the California Commission on Teacher Credentialing. Now in its fourth year, the program begins with a seven-week intensive summer teacher preparation program. Then, throughout the school year, the teachers complete courses and work with a Pathway coach for 1-2 hours a week. The coach helps them plan lessons, observes their classroom instruction, either in person or online, and provides them with real-time feedback to quickly develop their teaching. By the end of the school year, teachers can earn a preliminary credential in Multiple Subjects, Bilingual Spanish, or Special Education.
Pathway to Teaching incorporates an anti-racist teaching lens and helps to remove barriers for those who want to become a teacher: over 69% of the cohort are people of color, and over 90% are local to the Bay Area.
“As an elementary school teacher myself, I know that being an educator is one of the most rewarding careers a person can have. SFUSD’s educator preparation program is helping SFUSD prepare educators who we hope will stay in the district and grow as professionals throughout their careers,” Board of Education President Mark Sanchez said.
In the summer program, the courses and daily lab focused on particular aspects of teaching, such as creating safe and supportive classrooms, effective lesson planning, creating a robust literacy classroom, and universal design for learning. In past years, the courses and labs were taught at a school with summer programming so the teacher candidates would have an opportunity to practice their teaching in a classroom with students.
For the first time the summer classes and labs were all held virtually via Zoom. In the virtual environment, Pathway is utilizing its learning lab structure, in which small groups of Pathway teacher candidates are grouped with expert, veteran SFUSD teachers to practice teaching in a virtual classroom and simulate being teachers and students. This opportunity allows the teacher candidates to gain valuable practice that translates to both in-person teaching and the distance learning environment. It’s also a teacher leadership opportunity for the expert teachers who staff the program.
Participants receive instruction on how to teach virtually. Pathway teacher candidates are learning how to teach with programs such as Zoom, Google Classroom, Jamboard, and Padlet. The teachers are gaining practice in how to use these tools so they can be as prepared as possible for distance learning, hybrid instruction, or face-to-face teaching.
”Just as we aim to prepare our graduates for an ever changing world, we must prepare our teachers for the same. With Pathway to Teaching our diverse educator candidates are developing skills to teach remotely and in-person,” Superintendent Dr. Vincent Matthews said.
Pathway Special Education Teacher Sabrina Belara at Balboa High School Wins Rave Award - Oct. 8, 2019
Pathway Special Education Teacher Sabrina Belara at Balboa High School Wins Rave Award
October 8, 2019
Sabrina Belara joined the Balboa HS faculty through the new Pathways program that helps fast-track special education educators to be full-time, certificated educators within SFUSD. According to those who nominated her, Sabrina proved herself to be diversity-driven and a true asset to Balboa’s team with her 1-on-1 coaching of bilingual students. She mentors those who seek input and support, she’s constantly communicating with her students' parents, and is always ready to learn and challenge herself to be the best and most organized case manager that she can be.
School Superintendent Vincent Matthews: How to Become a Teacher - Jan. 30, 2019
School Superintendent Vincent Matthews: How to Become a Teacher
Vincent Matthews | January 30, 2019 | Examiner
When I was a teacher at Dr. George Washington Carver Elementary School, I loved going to work every day because I knew I was making a difference in the lives of the young people who showed up each day. Now I have the wonderful opportunity to hear from teachers about why they love their job.
One educator recently explained that she went into teaching because, as a Spanish speaker and the first person in her family to go to college, she wants to be someone that her students can relate to. Another educator said that he’s inspired by the funny, smart, deep and thoughtful nature of the children who surround him every day.
If these sound like great experiences to you, you’re in luck. We are actively recruiting for programs that help people become SFUSD teachers, and it’s not too late to apply for the 2019-2020 school year. In fact, our very own Pathway to Teaching — the first district-sponsored teacher credentialing program — is taking applications from those interested in teaching Bilingual Spanish or Special Education through February 18.
There are a number of ways to pursue a career in education here in San Francisco. We deeply value teacher candidates who come from traditional preparation programs, but we are also seeking talented people from diverse backgrounds and experiences who are motivated to unleash our students’ potential.
Pathway to Teaching is a one-year program where participants earn their credential while teaching in a classroom. This program is well-suited for those who have experience working with children and youth (e.g., paraprofessional, substitute teacher or after school service provider) and want to become a credentialed teacher. Participants receive intensive training and regular coaching from an experienced teacher coach, lead their own classrooms, and complete online and in-person coursework. These new teachers earn a salary while they work toward their preliminary credential. We are primarily recruiting elementary Bilingual Spanish teachers and K-12 Mild-Moderate Special Education (Education Specialist) teachers for this program.
The San Francisco Teacher Residency (SFTR) is a university-union-district partnership where candidates experience a year-long classroom apprenticeship with targeted master’s-level coursework. Participants get hands-on experience in the classroom under the guidance of a master teacher and receive ongoing support essential for successful careers in teaching. Upon completing their residency, successful candidates earn a preliminary teaching credential, master’s degree and a position in an SFUSD classroom.
The New York University Steinhardt Teacher Residency combines a full-year teaching residency under the guidance of an SFUSD teaching mentor with a master’s degree program taught online by NYU faculty and in-person coaching. Residents are paid during their residency year. Like SFTR, this program leads to a master’s degree, preliminary teaching credential and position in an SFUSD classroom. This program focuses on teaching in middle and high schools.
Not sure if you want to teach but want to check it out? Those who have experience with youth or have considered teaching as a profession may want to consider substitute teaching or becoming a paraprofessional, both of which are excellent opportunities to get a foot in the door for future employment with SFUSD.
To uphold our mission of providing each and every student with the quality instruction and equitable support they need to thrive in the 21st century, we look for candidates who are strong collaborators, skilled communicators and problem-solvers, and who are comfortable in a community of continuous learning. After joining the SFUSD community, teachers continue to receive support and professional learning opportunities, regardless of how long they’ve been teaching.
To learn more about these career pathways or apply for open positions, visit www.sfusdjobs.org.
Vincent Matthews is the superintendent of schools for the San Francisco Unified School District. He is a guest columnist.
SFUSD Recruits Potential Bilingual Spanish Educators for Innovative Teaching Credential Program - Jan. 30, 2018
SFUSD Recruits Potential Bilingual Spanish Educators for Innovative Teaching Credential Program
January 30, 2018 | SFUSD.EDU
As a diversity driven district, the San Francisco Unified School District (SFUSD) is recruiting for the second year of Pathway for Teaching program, focusing on training Bilingual Spanish and Special Education teachers for the city’s highest-need schools and subject areas.
Now accepting applications and nominations, SFUSD Pathway to Teaching program aims to recruit community members who wish to become a teacher, but who might not have the flexibility to leave their current job for retraining without financial support. The one-year credentialing program is designed to be affordable and accessible, allowing new teachers to earn a full salary as they earn their credential.
“In our first year, we saw a lot of interest from individuals who are already working in our school communities as paraprofessionals, substitute teachers, or after-school service providers,” Brent Stephens, Chief Academic Officer for SFUSD, says. “This year we’re hoping to build and expand on our local talent. We encourage applications from people in our community who are committed to providing culturally and linguistically relevant learning experiences for our San Francisco students.”
Applicants who pass the selection process will participate in an intensive training program next spring and summer. Beginning next school year, these new teachers will lead their own classrooms with coaching from an expert teacher and extensive coursework. At the end of the school year, those who demonstrate success in the classroom will be recommended for their preliminary teaching credential, continue working in SFUSD and complete two more years of formal induction coaching and support.
“Pathway has given me a beautiful experience with my class,” said Bilingual Pathway teacher Stephanie Suarez. “As I learn with them I am also comprehending why we do certain tasks. Seeing my students grow as well as seeing my cohort grow as teachers has been the greatest motivation! “
Last year, the program’s inaugural year, Pathway for Teaching exceeded its goal of recruiting diverse teachers who mirror the diversity of the communities they serve. Almost half the teachers trained were teachers of color—including 33 percent who identified as Latino.
SFUSD to Provide Pathway to Teaching Credentials - Dec. 19, 2016
SFUSD to Provide Pathway to Teaching Credentials
Jill Tucker | December 19, 2016 | SFGate
Hoping to make it easier, faster and cheaper to become a teacher, the San Francisco school district is going into the teacher-credentialing business, offering courses and training typically administered on a college campus.
Only a handful of districts across the state have internal credentialing programs, in which staff do the teaching instead of college professors. Los Angeles and Mount Diablo, in Contra Costa County, are among the few. Such programs require state authorization from the California Commission on Teacher Credentialing.
In San Francisco, the goal is to recruit, train, credential and hire teachers, district officials said, in a bid to alleviate an ongoing teacher shortage and ensure that those hired are specifically prepared to teach in city schools.
“We’re going to tailor that preparation so that these folks are as prepared as possible for these (job) opportunities,” said Chris Canelake, the district’s executive director of professional learning and leadership.
“Since we have connections with these folks, we’re able to recruit them directly and offer them an alternative that might for many people get them past some of the barriers they might find when they’re trying to get their teaching credential,” he said. “We’re also recruiting people who really reflect the community.”
District officials hope about 50 to 75 new teachers will go through the Pathway to Teaching program in the next year.
“We need the SFUSD Pathway as another option for aspiring teachers to get their credential,” said Brent Stephens, the district’s chief academic officer. “We’ve heard a lot of interest from individuals who are already working in our school communities as a paraprofessional, substitute teacher or after-school service provider.”
This first year, the district will train elementary multiple-subject teachers, elementary Spanish bilingual teachers and K-12 special education teachers. Other subject areas and grade levels may be added in the future.
Participants will pay $5,000 in tuition to the district but will earn a full salary as an intern teacher during training. Previously, all intern teachers were required to be enrolled in a university credentialing program.
A six-week summer training, however, will be unpaid.
For those who go through the program, the payoff is at the end of the school year, officials said, when “those who demonstrate success in the classroom will be recommended for their preliminary teaching credential, offered a job in (the district) and two years of formal induction coaching and support.”
Pathway On the News
Getting Ready for Back to School: Pathway Teacher Codion Isom
Preparing for Distance Learning: Pathway Teacher Roland Stevens (video location 4:00)