Loss of Funding and Recovery 1990-1995
The STI was making rapid progress developing opportunities for teachers to become reflective practitioners, thoughtful about their work and their growth. Funding from the New York State Teacher Center grant account for about 40% of the STI budget. In 1990, the New York State legislature did not fund the teacher center program. This year of crisis resulted in many teacher center directors having to leave their positions and centers closing or operating only on a very limited basis. The STI program’s continuity was in serious danger. Fortunately, the will of the participants, the support of NYSUT, and the determination of teachers throughout the state kept the program alive. Over a ten year period full funding was finally restored. With many more centers to support, increases in funding for individual centers had not kept pace with needs; nevertheless, the teacher center program continues to thrive and now serves almost all the teachers in New York State.
In Scarsdale, the crisis was mitigated by a number of factors. First, the position of the Director had been negotiated into the STA contract from the outset of the program, so there was assurance of the continuity of leadership. Second, Richard Hibschman, Superintendent of Schools, provided leadership and encouraged the Board of Education to provide some of the funds to offset the loss of grant money. The STI Policy Board raised tuition fees, so with minor cutbacks in program and services, the STI survived and prepared for another period of growth.
Collaboration, continuity and continued growth marked the decade of the 1990’s. Having weathered financial crises, a change in district leadership, the influx of many new teachers and the growing demands made upon the schools for accountability and standards, the STI had matured into an organization capable of meeting new and emerging needs of the school community.
Over the decade multiple collaborations with other teacher centers, cultural institutions and universities enriched the offerings of the STI. The Multi-Cultural Institutes funded by the Liz Claiborne Foundation yielded a collaboration with Manhattanville College. The National S.E.E.D Project (Seeking Educational Equity and Diversity), under the leadership of Joan Weber and Linda Prendergast, trained teachers to establish equitable classrooms and to reflect on their own experiences with gender, class and sexual identity.
A mathematics collaborative was developed by a number of teacher centers that brought high school department chairs together to talk about mathematics instruction and curriculum, and a Math, Science, Technology grant brought together three teacher centers for a summer institute to address new curriculum initiatives and the integration of technology into math and science courses.
Another affiliation with the Westchester Center for Holocaust Education established a long running lecture series that provided teachers in the area access to leading scholars, teacher and student workshops and special seminars for teachers. Other affiliations with the Kennedy Center in Washington and the Pepsico Summer festival at SUNY Purchase enriched the arts offerings for teachers in the district.
The STI Mini-Grant Program, begun in 1993, provided grants for “new and promising ideas.” The program continued to expand through the decade and has become an important part of the STI program. A subcommittee of the STI Policy Board serves as the readers of the grant applications and makes the awards. Over 300 teachers have been awarded grants, now ranging up to $1000. Many of the projects have had a great influence on individual teachers, benefited students, and brought about changes in school programs. Teachers have presented their projects at Policy Board meetings, and many of the projects ultimately become the basis for new STI courses.
With the advent of the New York State Compact for Learning, the schools geared up for shared decision-making initiatives. The STI played a crucial role in offering programs for teachers, parents and administrators on collaborative decision making and shared communication. Courses such as “Educating Our Children for the 21st Century” demonstrated the collaboration among all groups in the school community. These internal collaborations were augmented by a number of other programs taking place in the district. The STI Poetry festival brought leading poets to the district for a weekend celebration of poetry and language. Cross cultural institutes, writing, computer and research training and myriad content and curriculum programs continued to engage teachers throughout the district.