Stephen Lazar is a National Board Certified history teacher who cofounded Harvest Collegiate High School in New York City.He works with teachers across the city and the nation to support inquiry-based instruction, project-based learning, and Common Core State Standards implementation.
Steve Lazar is a National Board Certified Social Studies and English teacher, who is profiled in the book Teacherpreneurs: Innovative Teachers Who Lead but Don't Leave.He is passionate about helping students to think deeply about the complexities of the world as they develop their communication skills.
Steve is an expert in curriculum and assessment development, regularly delivering workshops for teachers around the country for such organizations as the Gates Foundation, the National Council for Social Studies, National Council of Teachers of English, and the Institute for Student Achievement.He previously taught at the Academy for Young Writers in Brooklyn and the Bronx Lab School, where he served as Department Chair, Instructional Coach, and UFT Chapter Leader; he first taught in Fairfax Co., VA.Steve has a bachelor's degree in Political Philosophy and Religious Studies from Brown University and a masters in African-American Studies from Columbia University.His article, "Septima Clark: Organizing for Positive Freedom", which focuses on adult literacy education during the Civil Rights Movement, appears in The New Black History, edited by the late Manning Marable.
Steve's writing on teaching and education policy have been published in Gotham Schools, Schoolbook, and Education Week Teacher.
You can learn more about him as his blog, Outside the Cave.
In addition to teaching, Steve is the Harvest's Assessment Coordinator and UFT Chapter Leader
Dean of Academic Progress Steve Lazar testifies before Congress. â€“ Harvest Collegiate High School
Steve Lazar, our Dean of Academic Progress, testified before Congress this past Wednesday (1/21/2015) on "Fixing No Child Left Behind: Testing and Accountability.
The written testimony is here: Congressional Testimony.
Steve starts talking about Harvest halfway through and writes
Humanities Teacher Steve Lazar in JapanÃ¢Â€Â™s Mainichi Newspaper â€“ Harvest Collegiate High School
Humanities Teacher Steve Lazar in JapanÃ¢Â€Â™s Mainichi Newspaper | SteveJapanArticle | Continue readingHumanities Teacher Steve Lazar in Japan's Mainichi Newspaper - Harvest Collegiate High School
In the NewsHumanities Teacher Steve Lazar in Japan's Mainichi NewspaperHumanities Teacher Steve Lazar in Japan's Mainichi NewspaperHumanities teacher Steve Lazar shared his experiences teaching 9/11 for a story in Japan's Mainichi Newspaper (the New York Times of Japan).
The article is about how to teach post 9/11 generation about the event in the future, comparing to how teachers in Japan teach about the Atomic Bombs dropped on Hiroshima and Nagaski.
The article suggested that many high school teachers face difficulties to teach the kids about this because they were too young to remember at that time.
The article says Steve is one of few teachers to be eager to make an effort on this issue. (Though this is because they didn't get a chance to talk to Harvest's other teachers, who all teach about 9/11).
CTQ Collaboratory member Stephen Lazar testified before the U.S. Senate education committee today regarding the reauthorization of the Elementary and Secondary Education Act.Lazar, a National Board Certified Teacher and cofounder at Harvest Collegiate High School in New York City, is featured in Teacherpreneurs: Innovative Teachers Who Lead Without Leaving (Jossey-Bass, 2013).
Lazar called for formalized inclusion of teachers' voices in fixing what he called 'a broken system of testing and accountability.'
He asserted, "The federal incentives in education are wrong.
Too many schools are designed, in large part, to get students to do well on a one-time test.
We need to reverse that hierarchy so that schools can organize themselves primarily to help students learn."
Praising the committee "for the work it has done to begin to get the incentives right," Lazar offered trenchant analysis of the current system of testing and its drawbacks.
He steered clear of an anti-assessment stance, noting the importance of accountability, particularly for the success of students with the greatest needs.
Yet assessments, Lazar made clear, need to be designed in very different ways, with greater involvement from teachers and a better balance of federal and local decision-making.
"School communities need flexibility and choice in the modes of assessment they choose for their students," he argued.
Citing the New York Performance Standards Consortium as a model for the rest of the nation, Lazar explained that authentic performance assessments can provide teachers with much more useful information about what to do next to help all students succeed.
While standardized testing may be necessary, he noted, grade-span testing and representational sampling can tell us a great deal about how states, districts, and schools are performing.
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