6,500 Nominations Submitted by Students, Families, School Staff, and Community Members to Honor Outstanding Teachers NEW YORK
– Schools Chancellor Richard A. Carranza today announced the winners of the sixth annual Big Apple Awards, honoring 17 recipients and celebrating the exemplary work of New York City public school teachers. The Big Apple Awards are a citywide recognition program open to all full-time teachers in New York City public schools. Recipients were selected from a pool of more than 6,500 nominations.
“Our teachers go above and beyond every single day to deliver equity and excellence for our students and families,” said Mayor de Blasio
. “I am honored to recognize this year’s recipients and all of our teachers, who work tirelessly to support our kids inside and outside of the classroom.”
“I learned guitar in elementary school from my teacher Mr. Valenzuela who empowered me, taught me the value of rehearsal and poise, and believed I could do anything I set my mind to. If it wasn’t for that confidence he instilled in me, I wouldn’t be the same person I am today,” said Schools Chancellor Richard A. Carranza.
“The Big Apple Award winners exemplify this love of teaching, and I could not be prouder of the 17 recipients selected this year and all of our teachers who bring out the best of our children every single day.”
“Lincoln Center Education is excited to continue to support the Big Apple Awards for the sixth year. The arts are an essential component of a student’s academic experience and we are proud to honor New York City’s most extraordinary arts teachers with this award,” said Alex Sarian, Acting Executive Director of Lincoln Center Education
. “We send our most heartfelt congratulations out to this year’s winner, Alberto Toro, and we look forward to collaborating with him and past award winners to expand access to arts education for all New York City public school students.”
The 17 award recipients include 15 classroom teachers, one music educator and a physical education teacher. This week Chancellor Carranza and Deputy Chancellors surprised the educators in their classrooms to present them with the news of their award. The visits brought students and school staff together to celebrate the outstanding work of their teachers.
The Big Apple Awards are made possible by private support through the Fund for Public Schools, which will provide classroom grants to all recipients. In particular, The Fund has partnered for a sixth year with Lincoln Center Education, which works with the DOE on several arts education programs, to sponsor the Arts Education Award. The Physical Education Award is made possible with funding from the New York Road Runners, a DOE partner that provides fitness and wellness programs to over 800 schools across the City.
The Big Apple Awards is the culmination of a rigorous selection process that includes community nominations, principal and colleague recommendations, applicant essays, an interview and a classroom visit. During the 2017-18 school year, the DOE received over 6,500 nominations, representing nearly 75% of district schools and 70% of nominations came from students and families. Now in its sixth year of existence, the recognition program continues to grow and engage more school communities each year: nearly 13,500 unique DOE teachers have been nominated since the program’s inception in 2013. Each year award recipients are selected based on their ability to demonstrate exceptional success in three key competency areas aligned with the Framework for Great Schools: impacting student learning, demonstrating strong instructional practice, and contributing to their school community. Following a review of the applications this year, 240 educators were selected as finalists by their superintendents.
A board of judges – comprised of DOE officials and representatives from the United Federation of Teachers and Fund for Public Schools – selected 17 award recipients, with New York Road Runners supporting the selection of the Physical Education teacher and Lincoln Center Education supporting the selection of the Arts Award recipient. The ceremony will be held on June 14, 2018 at Tweed Courthouse.
Next school year, the 17 recipients will serve as Big Apple Fellows, and they will have the opportunity to meet monthly with one another, becoming leaders and ambassadors for their profession. Recipients will also be invited to serve on the Chancellor's Teacher Advisory Group, which meets bi-monthly and contributes to policy across the DOE.
This year’s Big Apple Award recipients come from all five boroughs, and teach a range of subjects and grade levels. The recipients are:Nina Berman (
Early Childhood Education Teacher, LYFE Program at Pathways to Graduation Downtown Brooklyn, Brooklyn)
Ms. Berman began teaching as a paraprofessional in the LYFE program when she was 18 years old. Realizing that she “needed to find innovative ways to connect and engage families,” Ms. Berman employed a new online app that allowed her to interact with parents on a daily basis in order to strengthen the connection between home and school, which has now been adopted in all LYFE classrooms. Nicole Chu
(Middle School English Language Arts Teacher, The Computer School, Manhattan)
Ms. Chu empowers her students by expanding their learning beyond the limits of their classroom. Three years ago, she took the initiative to start an “all school meeting” where a rotating group of 8th grade leaders and faculty facilitators meet monthly to discuss important issues that students wanted to address. Ms. Chu explains: “I only hope the lasting message is as loud and clear as it was for me: Your voice matters. Together with your peers, you make a difference in your community.”Damen Davis
(6th Grade English and Language Arts Teacher, I.S. X303 Leadership & Community Service, Bronx)
To overcome challenges his students faced outside of the classroom and at home, Mr. Davis began reaching out to school support staff, contacted his students’ former elementary school teachers, their out-of-school coaches, and when appropriate, met with parents. His students began to see him everywhere and they saw the investment and belief he had in them. Trust began to build which in turn led to students taking academic risks, and their efforts were met with significant growth and increased academic successes. Sandra Fajgier
(Pre-Kindergarten Teacher, Pre-K Center at Bishop Ford, Brooklyn)
Sandy Fajgier exemplifies best-teaching practices in early childhood instruction. Her classroom is a model for other pre-kindergarten programs because of the carefully curated materials – every item she makes by hand – used to spark the minds and imaginations of her students. As one parent shared: “She [Ms. Fajgier] is an extremely talented, dedicated teacher with an inspiring classroom that is always fresh with new inquiries and activities.”Marisol FitzMaurice
(1st Grade Teacher, Concourse Village Elementary School, Bronx)
Marisol FitzMaurice began teaching 15 years ago because she wanted to change the lives of the young students in the Bronx community where she grew up. “I believe that my compassion for young children and enthusiasm for learning creates an attitude that influences my students to want to learn and become critical thinkers.” By involving students in all facets of the learning process, Ms. Fitzmaurice gives students the foundation to take responsibility for their academic successes at an early age.Stephanie Flete
(4th Grade Mathematics Teacher, Urban Scholars Community School, Bronx)
Working as a Model Teacher at her school, Stephanie Flete works to find innovative ways to provide high quality instruction for her students and to share her best practices with her school community. After one of her students faced a mental health crisis, Ms. Flete began developing social-emotional supports given the high incidence of trauma and emotional issues confronting her students. “No matter how strong your classroom management is or how positive a classroom culture is, there is always room for growth and support,” said Ms. Flete.Mauricio Gonzalez
(Science/Career and Technical Education: Marine Biology Teacher,
Urban Assembly New York Harbor School, Manhattan)
Under Mr. Gonzalez’s direction students are given relevant, real world environmental problems to solve independently and are taught to ask probing questions and research before making decisions. This hands on learning approach is especially engaging as students gain independence and confidence. As a result, Mr. Gonzalez’s students include a winner of the Gates Millennium Scholarship for their work on restoring eel grass to the New York Harbor and multiple research grant recipients.
(Middle School Science Teacher, Brooklyn Science and Engineering Academy, Brooklyn)
As a first generation Haitian-American, Ms. Jennings understands the doors that a good education can open for her students. Her current student population and community are of Caribbean and African-American descent, some of whom are the first in their families to go to school in America. She serves as a mentor teacher, has been selected to be an Urban Advantage Lead Teacher and was recently selected as one of five teachers to win the 2017 "Excellence In Education Award" presented at UN Headquarters during the annual CTAUN conference.Gregg Kwarta
(5th Grade Teacher, P.S. 232 The Lindenwood School, Queens)
“A teacher’s true success is not measured by how children grow in the classroom but by how you affect their growth outside the classroom and their values and actions,” Mr. Kwarta explained. That philosophy guides his teaching practices and his dedication to his students. To further connect and empower families, Mr. Kwarta sends welcome postcards to families and monthly newsletters to highlight each student in the class.Jae Lee
(High School Korean Language Teacher, Bayside High School, Queens)
Jae Lee dedicates himself to the celebration of the Korean culture. He has established multiple partnerships with groups like the Korean Consulate and the Korean Education Center, while also creating the Bayside Lunar New York celebration. Mr. Lee also connects his students to experiential learning opportunities through his role as a Work Based Learning Coordinator.Michelle Lee
(5th Grade Dual Language Teacher, P.S. 163 Flushing Heights, Queens)
A dual language for 11 years, Michelle Lee is a senior mentor for new teachers. She wrote her own Chinese dual language literacy curriculum with the DOE’s Office of Periodic Assessment, and started a spelling bee contest for PS163Q were students were encouraged and inspired to take on challenges to expand their vocabulary. Amie Robinson
(Special Education Visual Arts Teacher, P.S. K077, Brooklyn)
Ms. Robison’s visual arts instruction gives students with diverse learning and communication needs a way to express themselves. Ms. Robinson’s students have had their artwork exhibited at the Metropolitan Museum of Art, MoMA, Brooklyn and Queens art museums, Brooklyn Public Library, and the Kennedy Center in Washington, DC.Mike Rosario
(7th and 8th Grade Physical Education Teacher, P.S. 279, Captain Manuel Rivera, Jr., Bronx)
Mr. Rosario’s dedication goes beyond the gymnasium and is evident in his commitment to the wellness of his students. Mr. Rosario said that recently he met a mother “who was crying tears of joy because her child was no longer diagnosed as pre-diabetic. She attributed this directly to my class and my work with the student in the fitness club that I lead before and after school.”Raya Sam
(6th Grade Mathematics ICT teacher, Hamilton Grange Middle School, Manhattan)
Raya Sam came to the United States in the first grade as a refugee from Cambodia, and her experience with a caring teacher who helped her adjust to her new home inspired her to become a teacher. In addition to teaching, and facilitating IEP meetings across the school, Ms. Sam founded and coaches the school’s cheerleading team, and edits their annual yearbook and school newspaper.Ryuma Tanaka
(English as a Second Language Teacher, I.S. 145 Joseph Pulitzer, Queens)
As the son of an immigrant single mother, Mr. Tanaka relates his own experience of being bilingual and bicultural with those of his immigrant students, many of whom are new to the United States. Mr. Tanaka works to empower his students while appreciating the experiences that may affect them socially, emotionally and academically, because “when students feel that their teacher cares about their culture and language, then a trusting relationship can be built with them,” he says.Alberto Toro
(Middle School Instrumental Music Teacher, I.S. 007 Elias Bernstein, Staten Island)
Alberto Toro knows the power music education has in shaping his students’ love of the art form and the positive impact it can have on students’ overall learning. As a student, Mr. Toro says his high school band director taught him about culture, history, integrity and character. He’s now teaching those same lessons to his students, whose sense of partnership, confidence and soulfulness increase throughout the year—skills they incorporate into their everyday lives.Ashley Wilson
(Kindergarten Teacher, Success Academy Charter School—Harlem 3, Manhattan)
No moment is wasted in Ashley Wilson’s classroom. In the morning meeting, students share about themselves and their lives to help create a supportive community. Ms. Wilson takes opportunities to model positive behaviors such as how to respond when someone is struggling. “By showing my students that I care about who they are inside and outside of the classroom, I am able to develop the trust necessary for students to take academic risks,” she says.