A Historic Partnership: Hyde Partners with the NYU Steinhardt Teacher Residency Program

Dr. Allan Powe and his mentor Melissa Powell help students in Biology
 

Hyde is proud to announce our new partnership with the NYU Steinhardt Teacher Residency Program, which allows NYU resident teachers to teach alongside Hyde mentor teachers while completing their degree in education. Hyde teachers also have the opportunity to mentor the NYU residents. In turn, NYU is offering Hyde professional development opportunities and cutting edge educational technology tools. “The partnership enforces this idea at Hyde that teaching requires learning,” said Sarah Schoonmaker, the NYU-Hyde cite coordinator for the high school and the Director of Teaching and Learning for the high school. “As educators, our professional development never stops. NYU is teaching us new things and our teachers are mentoring their fellows.” 

 

Hyde was selected by NYU for our intense on character education, our commitment to a strong character culture, and of course the rigor of our academics. NYU was also particularly impressed by our co-teaching model. Program coordinators from NYU were especially impressed by Hyde faculty’s ability to meet the needs of all our students and our core belief that every child has a unique potential. Indeed, it was these components that initially drew resident teacher Dr. Allan Powe to Hyde. He was especially drawn to Hyde because of our focus on character education, he said, “I believe that a focus on social-emotional learning can be transformational personally and academically and so does Hyde.”

 

The Hyde-NYU partnership is just another way that Hyde continues to maintain its promise of academic  excellence. This historic partnership continues to promise highly qualified and highly motivated instructors, who are open to learn and grow along with their students. The director of the high school Celia Sosa is very excited for the future. Speaking on the program she said: “Our partnership with NYU continues to create a pipeline of great teachers. The alignment between NYU’s philosophy of education and Hyde’s mission and vision is clear. The training residents receive in the program, coupled with an ability to learn about our students, approach, and curriculum, prepares them to be effective. The partnership also creates additional leadership opportunities for Hyde teachers, many of whom are eager and ready to take on the mentor role.” 

 

Dr. Allan Powe provides one-on-one instruction to students in science class.

Dr. Allan Powe provides one-on-one instruction to students in science class.

 
 
Fellow Marissa Ippolito engages one of her eighth students, Xiomara Kirkland on the Revolutionary War. “What was the nickname the Americans gave the British troops, Xiomara? You got this!” (Spoiler: she got the answer right!)
From Left: Sarah Schoonmaker (NYU Coordinator), Marissa Ippolito (MS fellow), Allan Powe, Erik Wiedenmann (HS fellow), Joe Tarantino (HS English Teacher and mentor to Mr. Wiedenmann). Not pictured: Janelle Jarvis (Co NYU coordinator), Jessica Perkins (MS fellow), and Melissa Powell (HS science teacher and mentor to Mr. Powe)

MS Lacrosse & HS Volleyball- Hyde’s Newest Sports

Character education lies at the heart of sports, and that is why Hyde is proud to announce the addition of two new sports to our athletic program: high school women’s volleyball and middle school boys’ lacrosse. These new sports are expanding options for students and allow more students to explore their unique potential.

Empowering Women Through Sports

Kimberly Rivera, a high school special education teacher, and her assistant coaches, Sika Bediako and Geomari Fernandez, founded Hyde’s first high school volleyball team. Since launching the team, Ms. Rivera has seen her student-athletes’ communication both on and off the court improve. She has also seen her students forge new relationships that have contributed to the team’s success. “The feeling of achievement pushes them to be better, which in turn has a ripple effect with their academics,” Ms. Rivera said. “It is very meaningful to have a space on campus where women can come together and support each other and work toward a common goal.”

The 2019 Hyde Women's Volleyball Team!

Hyde’s 2019 Volleyball Team!

Welcome to Hunts Point, Lacrosse! 

Hyde has also introduced a new sport to Hunts Point-  lacrosse. Michael Griffin, the middle school boys lacrosse coach, feels that when students are faced with new experiences, they are best able to show courage, and when students show courage, they learn what they can accomplish. Lacrosse is also a sport that combines elements of many different sports that students enjoy like baseball, football, soccer, and basketball.

Hyde students in their first lacrosse game.

Hyde students at their first lacrosse game.

Most importantly, Mr. Griffin says he’s been thrilled to watch the valuable life lessons lacrosse has taught his players. “At the end of the day, winning or losing isn’t what’s important,” said seventh-grade lacrosse player, Enmanuel Hernandez. “Lacrosse has taught me so much about community. It is something that along with academics can take you to college. It fits in really well at Hyde because it has taught me a lot about concern and brother’s keeper for my teammates.”

Enmanuel Hernandez (middle) and his teammates Eric Rosario Jr. (left) and Edgar Garcia (right) take a break from practicing their skills at recess.

Enmanuel Hernandez (middle) and his teammates Eric Rosario Jr. (left) and Edgar Garcia (right) take a break from practicing their skills at recess.

Athletics don’t just provide students with fun and exercise, but they teach them the value of integrity and the importance of overcoming difficulty. Not only do Hyde coaches instruct the students on the fundamentals of the game, but they both feel that sports are one of the best ways for students to practice the Hyde Words and Principles. Mr. Griffin said: “Sports teach students invaluable life lessons. Sports lie at the heart of character education.”

Enmanuel gives his all at the CityLax Fall FUNdamentals clinic. Enmanuel and his teammates attend the clinic every Sunday.

Enmanuel gives his all at the CityLax Fall FUNdamentals clinic. Enmanuel and his teammates attend the clinic every Sunday.

Academic Excellence: Hyde Launches the AP Capstone Diploma Program

From left: Betsabed De La Rosa, Matthew Hittenmark, and Christian Deleon.

From left: Betsabed De La Rosa, Matthew Hittenmark, and Christian Deleon.

Hyde is one of only approximately 1,800 schools worldwide to implement the AP Capstone Diploma program―a program that allows students to develop the skills that matter most for college success, like research, collaboration, and communication. The Capstone program is comprised of two classes taken back-to-back: an AP Seminar and an AP Research course. The program is designed to give students adequate college preparation and exposure to topics covered in a collegiate setting. 

Students who score a three or higher in AP Seminar and AP Research and  four additional AP Exams of their choosing earn the AP Capstone Diploma. This represents the students’ exceptional academic accomplishment and fulfillment of college-level academic and research classes. Students who score a three or higher in both AP Seminar and AP Research earn the AP Seminar and Research Certificate. Hyde will start offering the program in the fall of 2019.

“We are excited to venture into the AP Capstone. It shows the rigor of our academics to be included in such an exclusive category, ” said Director of College Counseling, Matthew Hittenmark.  “Allowing students to engage in cross-curricular research is the pinnacle of our academic pedagogy.” 

Typically taken in tenth or eleventh grade, in AP Seminar students choose and evaluate complex topics and look at them from many different points of view.  They also identify credibility and bias in sources provided and develop arguments in support of their position. 

 “We discuss the world’s problems and how we can fix them,” said sophomore Christian Deleon. “We are given the tools to properly and respectfully discuss what’s going on in the world. I’m very honored to be in the class.”

AP Seminar is a project-based class with assessments such as research reports, written arguments, and presentations completed during the academic year. 

“AP Seminar not only helps us learn how to write essays with a clear argument, but it teaches us how to argue in a debate,” said sophomore Betsabed De La Rosa. “The class also strengthens our knowledge of topics and situations outside the classroom. I find myself using what I learned in class in my everyday life.” 

In the AP Research course, students design, execute, present, and defend a yearlong research-based investigation on a topic of personal interest. They boost their skills garnered in AP Seminar by learning how to approach and make sense of their research. The class will teach students to use ethical research practices and to compile, analyze, and synthesize academic research. AP Research is also a project-based course. Students’ final AP Research score will be based on their academic paper, presentation, and oral defense of their topic. 

Speaking on what the new partnership means, Mr. Hittenmark said: “Our students have the capacity to become powerful change agents in our community and beyond. Partnering with AP Capstone creates the vehicle for students to engage with real word problems in a collegiate atmosphere.” 

Matt Hittenmark engages student Angie Peña on biases in the media in the AP Capstone Course.

Matthew Hittenmark engages student Angie Peña on biases in the media in the AP Capstone Course.

Intercurricular Synergy: Teaching Robotics in Middle School

What combines science, technology, engineering, arts, and mathematics? Robotics, of course! 7th Grade Science Teacher, Curtis Redmon found that teaching students robotics creates a perfect kind of synergy between many different school subjects. Mr. Redmon has found that students are able utilize many different tools learned in other subjects. The robotics programs also let students explore their curiosity as many of the labs allow students to work independently. After coding on their Chromebooks, students were introduced to the EV3 robot made by LEGO. Students then learned each component of the EV3. All 150 students in grades 6th and 7th had took part in building the initial robot. Eventually, the challenges got harder and students had to complete a performance task of programming the EV3 to simulate a “tight rope” roll across a beam using one wheel. In the beginning, most performance task were modeled first by Mr. Redmon and Mr. Griffin, but as the unit progressed students began to write and execute their own programs.

Students collaborate on the "Robot Barrel Roll" lab where the goal is to program a robot to do a barrel roll.

Bringing robotics to Hyde was the vision of Middle School Director, Lex Zain and Dean of Curriculum, Sharilyn Fletcher. Both Ms. Zain and Dr. Fletcher had studied the benefits of having robotics programming in schools and decided that it would be a perfect fit for Hyde. Hyde is among one of the few schools in the country that offers robotics as a full-time course in Middle School. 

Having robotics at Hyde benefits students in many ways. The program gives students the ability and liberty to be as creative as they want and need to be in order to complete a task. “Just like a math problem, there are several different ways to the same outcome,” Mr. Redmon said. When students were assigned the “tight rope” tasks, Mr. Redmon said he was amazed at how many different ways students utilized to reach the same end result. 

Bryan Banegas (left) works collaboratively with a partner on the "Robot Barrel Roll" lab.

Bryan Banegas (left) works collaboratively with a partner on the “Robot Barrel Roll” lab.

The unit challenged the 6th and 7th graders to think outside the box and come out of their shells. One student who has particularly thrived through the robotics program is seventh-grader Bryan Benegas. “I love how interactive the class is,” said Bryan. “This class is preparing me for life. Robots are the future. I know it will give me a head for the future.” Through the robotics unit, Bryan says he learned how technology has and will affect the economy and his career choices.

One of Mr. Redmon’s favorite memories came during a task given called “The Grip”. In the beginning, students thought this was not doable. Until curiosity set in and they began to work on it. This task was to draw a design on paper and then have the robot draw the same design using the grip they built. Students designed and built a pencil grip or claw which holds the pencil. Students then programmed on their chromebooks a program that the robot would do to draw the same exact sketch they illustrated on paper. Mr. Redmon said:  “The outcome was amazing and the students were almost in disbelief that the robot they built, designed, and programmed is drawing their sketch on paper.”

"Before asking Mr. Griffin or me for help, I want you and your partner to try and problem solve," Mr. Redmon tells his seventh grade robotics class. He says he's been thrilled with the results of the course on his students, especially in the passions the course has ignited.

“Before asking Mr. Griffin or me for help, I want you and your partner to try and problem solve,” Mr. Redmon tells his seventh grade robotics class. He says he’s been thrilled with the results of the course on his students, especially in the passions the course has ignited.