With homelessness at records high in NYC, public school educators are finding creative ways to help students in need without making them feel marginalized.

The UFT held its first-ever conference focused on teaching English language learners on Oct. 29, but judging from the enthusiasm of the overflow crowd of nearly 800 educators, I am certain it will not be the last.

The centrally funded IEP teacher role has been reenvisioned to focus on identifying and addressing learning issues before students are referred for evaluation.

The key to knowing the difference between a gripe and a grievance is an understanding of our collective-bargaining agreements. It is only then that we truly know our rights.

We can’t ignore the passions inflamed or the anxiety triggered by this summer’s world and national events for our students. As high school educators, we can provide a safe space for our students to explore these incidents.

Let’s make sure that when we leave our legacy, the next generation has a clear understanding of what’s important and why, so it can protect that legacy and build on it.

Did you know that elementary education is actually the ideal time to introduce students to STEM?

When the complex, new state regulations governing English language learner instruction caused such turmoil in New York City public schools this fall, I set about immediately to create a working group of classroom teachers to examine the issues and offer solutions.

In a public school system as large and diverse as New York City’s, there is an enormous amount of untapped expertise and creativity among teachers.

CTE educators face a major challenge: seeing our role in a broader way. We don’t impart only practical skills and knowledge; we also teach math, science, English and the social sciences as we prepare our students for careers.