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Educators, parents, and students have decried the excessiveness of standardized testing, the limitations it places on curriculum and school culture, and the racial and economic inequities it contributes to.

The NY Performance Standards Consortium has created and documented another option: a performance assessment system that not only graduates students at remarkable rates and prepares them to thrive in college but also instills meaning and a sense of purpose back into the classroom.

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New York Performance Standards Consortium

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Positions Open In Consortium Schools - New York Performance Standards Consortium

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National Archives provides you with differentiated worksheets on analyzing different types of primary sources.

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Español
Document analysis is the first step in working with primary sources. Teach your students to think through primary source documents for contextual understanding and to extract information to make informed judgments.
Follow this progression:
Use these worksheets - for photos, written documents, artifacts, posters, maps, cartoons, videos, and sound recordings - to teach your students the process of document analysis.

Don't stop with document analysis though. Analysis is just the foundation. Move on to activities in which students use the primary sources as historical evidence, like on DocsTeach.org.

The first few times you ask students to work with primary sources, and whenever you have not worked with primary sources recently, model careful document analysis using the worksheets. Point out that the steps are the same each time, for every type of primary source:

1. Meet the document.

2. Observe its parts.

3. Try to make sense of it.

4. Use it as historical evidence.

Once students have become familiar with using the worksheets, direct them to analyze documents as a class or in groups without the worksheets, vocalizing the four steps as they go.

Eventually, students will internalize the procedure and be able to go through these four steps on their own every time they encounter a primary source document. Remind students to practice this same careful analysis with every primary source they see.

Worksheet for Understanding Perspective in Primary Sources - For All Students and Document Types

This tool helps students identify perspective in primary sources and understand how backgrounds, beliefs, and experiences shape point of view.

Former Worksheets

These worksheets were revised in February, 2017. Please let us know if you have feedback. If you prefer the previous version of the worksheets, you can download them below.

Materials created by the National Archives and Records Administration are in the public domain.

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Español Document analysis is the first step in working with primary sources. Teach your students to think through primary source documents for contextual understanding and to extract information to make informed judgments. Use these worksheets - for photos, written documents, artifacts, posters, maps, cartoons, videos, and sound recordings - to teach your students the process of document analysis.

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In the musical Hamilton , the fictional version of Aaron Burr tries to convince fast-talking, say-whatever-you-think Alexander Hamilton to "talk less, smile more". What Burr really means is to keep people guessing so they won't have a reason to dislike him.

But it's not a terrible way to think about online & hybrid teaching.

No, not the "keep em guessing" part. But the teacher-talking-less part is good advice for all of us. And the keep 'em bonding part is pretty good, too

Teaching is SO WEIRD right now, right ? The online part is definitely one of the weirder parts. For most of us, there are a handful of kids who answer questions and participate.

And then there are the silent icons. Silent initials.

Are they listening? Are they learning? Thinking? I have no idea. A bunch of them turn in work. Some of them are just weird lurking icons. They turned off their mics and cameras. Did they turn off the incoming sound and video so they could just watch TV, too?

Their silence unnerves us. As does the repetitive nature of those same four kids who participate.

And so in our awkwardness and discomfort with the silence, we-the-teachers talk into the abyss.

And some days, we talk and talk and talk and talk...

It's a teacher-talkapalooza. And it makes time slow down and class kind of boring. Even those teachers who are natural-born storytellers (and god help the kids who have teachers like me who aren't).

Why is this not our best idea?

First, I think of those poor kids who spend 7 periods a day listening to teachers talk all day. Whew. That's a whole new kind of tired. I also know that as a teacher, it is exhausting to talk all day - and even more exhausting to talk ON SCREEN. All those studies on Zoom Fatigue are real. It's reason #815 why you're so tired. It makes the day go soooo sloooowwww....

But there's one thing I do know about learning

That the "person doing the talking (about content) is doing the thinking (about content).

So if the teacher is doing all the talking (about content), the teacher is doing all the thinking (about content).

If the same four kids are doing the talking, THEY are doing the learning and the thinking.

What are the other kids thinking about?

Who knows? Pizza? Minecraft? Romantic interests? What are they going to eat tonight? Grandpa's health? Fave tv shows? Tiktok dances? All of those?

But probably not content. They don't need to. The teacher is doing all the work. So they can kick back and daydream about Kid Thoughts that don't involve content.

Hey, teacher! Like Aaron Burr says, "talk less". Maybe have those same four kids talk less, too.

You might ask what else to do instead of talking. These are weird times in which to teach and we can all use some new thoughts.

1. Chunk your class (with timers!) : Use a timer for yourself to only talk for 5 or 8 minutes. Use a timer for how long kids should go watch that video you dropped in the chat. Use timers for how long they should take on bellwork, quickwrites, readings, discussions, or anything else you give them to do. Keep. Class. Hopping! Keep it moving to keep kids engaged.

2. Use wait time differently: If you want to talk less, it's only logical that ALL the kids should talk more. But what if they won't? Wait time hits differently when everyone is silent and unseen. Suddenly, everyone thinks class is over? Or the internet went out? Or the sound stopped working? You can't just be silent like you could in your all-live class. Nor is it fair to let the only-in-person kids be the only ones to talk. It's time to use music, a ticking kitchen timer, the Jeopardy tune, or a countdown clock to let them know that you're waiting -- but that the internet hasn't actually crashed (not this time, anyway)

3. Call On Kids: It helps to tell them this ahead of time and not spring it on them like a wacky surprise, but let them know that you are going to call on all of them. And maybe if they answer, it will be for a point somewhere that you have built into participation or something or maybe they get a school "buck" or maybe they can earn a free homework pass or something. But call on every kid. Give them all the opportunity to answer (even if it's in the chat if they don't have a mic) You can spin to choose who will answer with Wheeldecide or SuperteachertoolsSpinne r OR you can use the RandomNameGenerator Or RandomNamePicker Or any of those tools.But don't let them off the hook just because they don't raise their hands. I know, because I have heard from the online kids in the Hybrid class that it is hard, even for the outgoing ones. It's hard

4. Make it Fast: Make it a race. For your in-person kids, give them 30 seconds to write a quick response to what you just read/said/wrote/viewed on their desks with dry-erase markers (everyone is cleaning all the time anyway, right? Might as well wipe down desks again. For your online kids, give them the same 30 seconds to put something in the chat (emojis and gifs count ONLY IF they are a response to the thing you just read/said/wrote/viewed). Then, have kids share out their answers if they like.

5. Walk Away: Give kids a specific SHORT amount of time to do THE THING you just asked them to do. Like, "You all have 5 minutes to read the first paragraph (or two) and underline/highlight any words you don't know." or "Please answer the first two questions on your one paper and we will come back together in 8 minutes (at 11:15) and talk about it." I am HERE at my desk and in the chat if you have questions". Then, let them do their thing.

6. Process, Process, Process: Kids need to process content and information. They need time to "chew" it up. There are 100 ways to do that but some are

It's okay to talk less, even into the silent abyss. But smile more and find ways to make class move at that "lively pace" that you used to have. Make it fun and quick and the kids will learn more.

And guess what -- I promise, that if you end up talking less during your day, you will be LESS TIRED . (I really DO want you to feel better, work less, be less exhausted, and enjoy your job more. One small baby step at a time.

I want to make your day easier. I also want to make it easier (and more successful) for your kids . Hopefully, there are one or two ideas here that will work for you AND for them :)

You got this. Let's pump up the Pumpkin Spice Lattes and pep up our classes so we can be less tired!

Let me know if I can help! As always, I love to hear from you!

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In the musical Hamilton , the fictional version of Aaron Burr tries to convince fast-talking, say-whatever-you-think Alexander Hamilton to "talk less, smile more". What Burr really means is to keep people guessing so they won't have a reason to dislike him. But it's not a terrible way to think about online & hybrid teaching.

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So, your administrator is asking about the rigor in your class? And Marzano asks that students “engage in cognitively complex tasks”. And t…

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We made this tool in SEYS!

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Pear Deck is an interactive lesson platform designed to easily integrate with the classroom tools you already use and built to supercharge student learning.

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Teach and learn with The Times: Resources for bringing the world into your classroom

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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Need to know HOW to teach students HOW to do things in this post-COVID world? Look no further than here!

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Micro-Routines - New Visions Literacy Routines Curriculum

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Materials created by New Visions are shareable under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license; materials created by our partners and others are governed by other license agreements. For more details, please see this page.

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Turn your teaching from ho-hum to "wow!" by using some of these strategies.

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Discover Versatile and Effective Instructional Strategies

Every classroom is different, and every student is unique. Our teaching strategies can be easily adapted for your classroom context and are designed to nurture student's individual strengths and learning styles. Whether you want to encourage group participation, help students connect emotionally with a subject, or spark more engagement through classroom activities, you'll find plenty of ideas in our library of proven instructional strategies.
Access our complete teaching strategy collection.

Featured Teaching Strategies

Explore some of our most popular and effective teaching strategies. Many feature classroom-ready handouts that you can print or share on Google Classroom for free.

See All Teaching Strategies

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Use our student-centered teaching strategies to strengthen your students' literacy skills, nurture critical thinking, and build a respectful and collaborative classroom community.

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Sample Lesson Plans, Unit Plan, Curriculum Templates

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Sample Lesson Plans, Unit Plan, Curriculum Templates

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This folder contains materials shared by Despena Vasiadis on using Backward Design in lesson planning and unit planning.

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Despena Vasidis' Lesson/Unit Plan Resources

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1. Make sure you select the years 2021-2022.

2. Select a school from the list above or type in the name.

3. Click on the "NYC School Survey Results and Quality Review" to see results from the 2021-22 NYC School Survey.

4. Go to the tab that says, “Teachers and Staff.”

5. Then scroll down to “Trust.”

1. If trust between admin and staff is over 80%, definitely apply to this school so long as other data points are above 70%.

2. NOTE: No school will be 100% perfect across the board. When you apply to schools: pay attention to trust, organization, and take an opportunity to drop off resumes at the school so you can get a feel of the school.

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Read survey results from students, parents, teachers, and school staff about their experience at during the 2021-22 school year.

Due to COVID-19, the DOE did not conduct Quality Reviews of any schools during the 2021-22 school year. Please visit the 2019-20 School Quality Guide to see the results of the most recent Quality Review at this school.

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School Quality Guide - Online Edition - New York City Department of Education

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Read survey results from students, parents, teachers, and school staff about their experience at during the 2021-22 school year. Due to COVID-19, the DOE did not conduct Quality Reviews of any schools during the 2021-22 school year. Please visit the 2019-20 School Quality Guide to see the results of the most recent Quality Review at this school.

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If you plan to work in the NYC DOE, you MUST register and apply here EVEN IF you get matched/hired with a school not on the New Teacher Finder.

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Welcome to the New York City Department of Education's Online Teacher Application.

This page is solely for those applicants interested in starting or completing an application to become a full-time teacher for Pre-K - 12th grade in New York City.

If you are interested in starting an application for Pupil Personnel Service titles, including Speech Improvement Teachers, Speech Pathologists, School Counselors, Social Workers, Psychologists, and Attendance Teachers, please click here.

Current NYCDOE Teachers: If you are currently a NYCDOE teacher seeking to transfer schools, please do not complete this application; you will need to register and apply through the Open Market Hiring System when it opens in mid-April.
If you completed an application for a school-based position (including but not limited to guidance counselors, school psychologists, school social workers, substitute teachers) or you completed a student teaching registration after January 1, 2016, you may already have an account in this system.

Please use the options below to create a new account, log in to an existing account, or check to see if you already have an account on file.

1. Check to see if you already have an account in this system using the "Not sure?" box above.

2. Review our 2022-23 Teacher Application Guide. This guide lists important information about your eligibility to teach in New York City public schools, documents and information that you should prepare before beginning an application for the upcoming school year.

3. Please keep in mind that completing the first stage of the Teacher Application guide, your user profile, will take about 30 to 45 minutes, depending on your experience and whether you have all necessary documents available and ready.

Thank you for your interest in teaching in New York City's public schools.

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Welcome to the New York City Department of Education's Online Teacher Application

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Welcome to the New York City Department of Education's Online Teacher Application. This page is solely for those applicants interested in starting or completing an application to become a full-time teacher for Pre-K - 12th grade in New York City.

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Facebook Group Just for Social Studies Teachers

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Facebook Group Just for Social Studies Teachers

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Ask question, get teaching ideas and find community.

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The Social Studies Network - we are a collaborative group of educators and administrators from around the world that teach all things social studies: geography, history, world culture, global...

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George Lucas Educational Foundation

Our Foundation is dedicated to transforming pre-K-12 education so that all students can acquire and effectively apply the knowledge, attitudes, and skills necessary to thrive in their studies, careers, and adult lives. Founded by innovative and award-winning filmmaker George Lucas in 1991, we take a strategic approach to improving education.

Edutopia is a trusted source shining a spotlight on what works in education. We show people how they can adopt or adapt best practices, and we tell stories of innovation and continuous learning in the real world.

Our Vision

We believe that improving education is the key to the survival of the human race.

We envision a new world of learning, one where students become lifelong learners and develop 21st-century skills. It's a world where innovation is the rule, not the exception. It's a world where schools provide rigorous project-based learning, social and emotional learning, and access to new technology. It's a world where students and parents, teachers and administrators, policymakers, and the people they serve are all empowered with a shared vision to change education for the better.

We call this place Edutopia, and we provide not just the vision for this new world of learning but the information, the evidence, and the community connections to make it a reality.
In particular, in the 21st century, we believe three skills are fundamental

Contact Us

Whether you're a teacher, a parent, an administrator, a student, or any one of the other millions of visitors to Edutopia each month, you are an essential part of our community, and we'd love to get to know you better.

The George Lucas Educational Foundation is a nonprofit, nonpartisan, private foundation that is operated for educational purposes, and, as such, we do not take positions on any legislation or ballot measures, nor do we endorse or oppose any candidates in elections to public office. We welcome all who are devoted to improving education.

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Our Foundation is dedicated to transforming pre-K-12 education so that all students can acquire and effectively apply the knowledge, attitudes, and skills necessary to thrive in their studies, careers, and adult lives. Founded by innovative and award-winning filmmaker George Lucas in 1991, we take a strategic approach to improving education.

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From the author: My hope is that Peacefield can provide history teachers with readily accessible materials that they can easily incorporate into their classroom without endless hours of editing and modification.  (That’s what I do!)

On the blog, I post musings on currents trends in education, tech tips and teacher hacks, book reviews, and any other randomness that I feel might be helpful to history teachers.  There’s so much available for teachers these days, and yet we’re all so short on time.  It is my wish that Peacefield History can be your shortcut for goodness.

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Skip to content

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent. View Terms and Conditions

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THE MONTHLY ROUNDUP Curated links representing the best Social Studies content from around the web READ THIS MONTHS THE BLOG Teaching ideas and insight to simplify your teaching world and inspire you READ RECENT POSTS THE SHOP Shop Peacefield History teaching resources SHOP NOW READ & REVIEWS Book recommendations for Social Studies students and teachers [...]

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Videos of best practices and good articles.

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With continuing education courses and professional development resources, Teaching Channel is your one-stop shop to becoming an empowered educator.

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Session 1- Feb 9 Classroom Management and Engagement

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Session 1- Feb 9 Classroom Management and Engagement

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Session 1- Feb 9 Classroom Management and Engagement

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2/23/23 Seminar- Session 2- Lesson Plans and Unit Plans

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2/23/23 Seminar- Session 2- Lesson Plans and Unit Plans

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This slideshow contains information from Prof. Howrilka and Despena Vasiadis.

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Feb 23 Lesson Planning and Unit Planning

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3/9/23 Seminar- Session 3a- Assessment and Using Resources to Work Smarter

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3/9/23 Seminar- Session 3a- Assessment and Using Resources to Work Smarter

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3/9/23 Seminar- Session 3a- Assessment and Using Resources to Work Smarter

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3/9/23 Seminar- Session 3b- Formative and Summative Assessments and Leveraging your School Librarian

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3/9/23 Seminar- Session 3b- Formative and Summative Assessments and Leveraging your School Librarian

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These are Arlene Laverde's slides on libraries, working with your school/public librarian, and types of assessment.

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3/9/23 Seminar- Session 3b- Formative and Summative Assessments and Leveraging your School Librarian

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March 20- Session 4A- Coteaching Best Practices

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March 20- Session 4A- Coteaching Best Practices

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This is the reading, reflection questions, and co-teaching lesson plan template shared by Nicole Castro.

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Student Teacher's Copy of ICT Models  & Best Practices

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March 20- Session 4A- Coteaching Best Practices Jamboard

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March 20- Session 4A- Coteaching Best Practices Jamboard

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Introduction to Co-Teaching - Google Jamboard

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Sessions 4B and 5A: Finding the Right-Fit School for You Planning Tool

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Sessions 4B and 5A: Finding the Right-Fit School for You Planning Tool

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Click on this link. Then go to "File" and click on "Make a Copy" from the menu. You can use this tool to help you create a list of schools you'd like to apply to based on your needs, travel preferences, and other factors.

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Session 4B and 5A Finding the School for You

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You can review the full lesson slides from March 20 here.

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March 20- Session 4B- Getting Along with School Leadership

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This toolkit orients new teachers to some of the NYC DOE’s core priorities as well as highlights some resources to support the first year of teaching. It includes important instructional resources as well as Human Resources information and critical information in the Chancellor’s Regulations.

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This toolkit orients new teachers to some of the NYC DOE's core priorities as well as highlights some resources to support the first year of teaching. It includes important instructional resources as well as Human Resources information and critical information in the Chancellor's Regulations.

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For those of us who like to see the "big picture" of how our week is going to look. This template has colored columns for each day of the week and the rows correspond with a part of the lesson plan that is in the Single-Day Template.

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This lesson plan template is perfect for a new teacher in thinking about how the different parts of a lesson plan fit together to accomplish a goal.

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This is the ONLY Unit Plan template you should use if you work in the NYC DOE. This template was agreed upon by the UFT and the DOE. If your admin wants you to do extra, talk to your Chapter Leader.

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A more detailed collection of links that can help you learn about your rights and your protections.

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a{color:blue;} What is this toolkit and how can I use it? In UFT Solidarity, we believe that knowledge is power. Francesco Portelos, Lydia Howrilka, and other UFT Solidarity activists learned mostly through trial and error what strategies work the best to rectify workplace issues to prevent them from becoming bigger situations and what to do if things do get intense quickly.

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Want to know about observations, tenure, basic rights, your contract? Click here.

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As a union member, you will have access to valuable benefits and have a voice in your professional life that non-members don't have. You'll have the right to play an important role in our union and its actions and policies, and only members have access to certain free legal services, free counseling, free or discounted training or professional development and an attorney during 3020-a employee discipline procedures.

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As a union member, you will have access to valuable benefits and have a voice in your professional life that non-members don't have. You'll have the right to play an important role in our union and its actions and policies, and only members have access to certain free legal services, free counseling, free or discounted training or professional development and an attorney during 3020-a employee discipline procedures.

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You can find school jobs and non-profit jobs in education here. If you subscribe, Idealist will send you a daily digest of jobs that is customized to your interests and focus.

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Use our location, experience level, and issue area job-search filters to explore more than 5,000 jobs in the social-impact world.

Join over 150,000 nonprofits and community groups using Idealist to post their jobs, events, and volunteer opportunities.

Explore our volunteer, event, and action listings to discover ways to make an impact in your community.

The latest from our career experts

Recent Volunteer Opportunities

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Idealist connects millions of idealists - people who want to do good - with opportunities for action and collaboration all over the world.

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Type in the address or name of a school and it should populate. You can look up school data here.

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Find a School - New York City Department of Education

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Prof. Howrilka's favorite website for giving quizzes, testing vocabulary, and giving formal assessments.

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Quizizz | Free Online Quizzes, Lessons, Activities and Homework

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Motivate every student to mastery with easy-to-customize content plus tools for inclusive assessment, instruction, and practice. Engage students with Quizizz today!

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Nearpod has ready-made lesson plans on almost any topic in Social Studies, Advisory, SEL, College Readiness and more! You will need Silver or Gold membership to access the best features of Nearpod.

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Want to make your PowerPoints interactive and help yourself track student learning? Try Peardeck. Premium is free for 14 days but many admin might be willing to purchase a Premium subscription for teachers.

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Lesson Planning Content Resources Google Doc

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Lesson Planning Content Resources Google Doc

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Need some help planning an engaging lesson for a Social Studies class? Check this out!

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This page lists common questions about your rights as a NYC DOE teacher.

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A list of the most commonly asked questions.

Are there class size limits for Special Education Teacher Support Services (SETSS) classes?

SETSS isn't a class. It is a support service that may be provided to students with disabilities in the general ed classroom or elsewhere for at least three hours a week and it can include consultation with the child's teacher. There may not be more than eight students in an instructional group receiving SETSS.

How many sick days do teachers have each year? How many personal days?

UFT represented DOE employees may take up to 10 self-treated days per school year without a doctor's note for absences due to illness. Three out of the 10 may be used for personal business. Paras may not take more than 5 in a term and must have a doctor's note for consecutive absences of 3 or more days.

How can personal days be used?

You can use three of your 10 days for personal business, provided that you give reasonable notice to your principal. Personal business is officially defined as something that cannot be done at any time other than a school day, during school hours.

Reasonable notice must be given for personal business that is scheduled in advance, such as the closing on a house. This allows you an opportunity to speak to your chapter leader if you feel the principal is being unreasonable in denying your request. If you are out to take care of a suddenly ill child, advance notice is not ordinarily required. Personal days are part of the contractual right to 10 self-treated CAR days allowed each year, not in addition to those days.

Are there any illnesses for which time off will not be deducted from my sick bank?

Yes. Measles, mumps and chicken pox are childhood diseases that are not deductible from your sick time. Ask your school secretary or UFT chapter leader for an OP 198 application to submit to your principal. Form: http://www.uft.org/files/attachments/op198.pdf

Your principal may also excuse additional non-attendance days other than for illness such as jury duty; bereavement; graduation; extraordinary transit delay; and for donating blood or cancer screening. You must submit an OP 201 application. Permissible non-attendance days are listed on that form. Form: http://www.uft.org/files/attachments/op201_0.pdf

If a close family member dies, can I take time off to attend the funeral?

You may take off the day of death and up to three calendar days immediately following the death of an immediate family member and up to one day for the death of a relative outside the immediate family or household. Form OP 201 is required.

What protective measures against bloodborne pathogens must the DOE provide?

The DOE is required to develop an Exposure Control Plan that:

identifies at-risk workers;

outlines methods to prevent or eliminate exposure, including universal precautions and the use of safe needle devices;

outlines adequate personal protective equipment;

establishes a housekeeping, cleaning and disinfection program;

establishes a bloodborne pathogens training program;

offers Hepatitis B vaccine at no cost; and

offers free, confidential medical evaluation, treatment and counseling after an exposure to blood or bodily fluids during work hours.

The principal should appoint an administrative-level person, called the site employee safety administrator, to coordinate the school's program.

For more details about what your school must do, read this Know Your Rights column on bloodborne pathogens.
See the UFT's guide to the DOE's Blood-Borne Pathogen Compliance Tool "

What do I do if I am exposed to blood or other potentially infectious materials at work?

While most New York City school educators are not at risk, if you are exposed to blood or body fluids in an accident, playground scrape, bloody nose, fight, athletic injury or violent incident, treat any such incident as if the fluids are infected because there is no way to tell if a child or adult is infected with Hepatitis B or other bloodborne pathogens.

Wash the affected area with soap and water immediately. Flush eyes and exposed mucous membranes with large amounts of water. Report the incident to the school's site administrator, principal and chapter leader so the administrator can coordinate necessary medical arrangements. To help prevent infection, be sure to seek medical attention immediately (in some cases you may need treatment within hours).

What is the difference between a state certificate and a city license?

You must have New York State certification to be hired for a full-time teaching position in New York City. The position must match the state certificate. New York City no longer issues a separate paper license, but there is still a license/appointment process that must take place in the DOE computer system once someone is hired. This determines your tenure track and your seniority for excessing and layoff.

Where can I find out what the requirements are for my certificate/license?

The requirements for New York State certificates can be found at www.highered.nysed.gov/tcert. There are no separate requirements for a New York City license other than the availability of a vacancy in the certificate area and the recommendation of a principal to hire the person for the vacancy.

How do I earn the 100 CTLE hours needed to keep my teaching certificate?

The 100 hours every five years is a requirement only for those who hold a Professional or Level III Teaching Assistant Certificate. Most new teachers enter the system with a Transitional B or Initial Certificate and will not be eligible for the Professional Certificate until they have been teaching for three years.

Although school professional development is not CTLE approved, know that DOE is an approved provider. The UFT and UFT Teacher Center are also CTLE providers. For more information, please visit the state website.

When in doubt, reach out to an educational liaison in your UFT borough office or a certification specialist at UFT Certification Services: 1-212-420-1830.

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A list of the most commonly asked questions. Are there class size limits for Special Education Teacher Support Services (SETSS) classes? SETSS isn't a class. It is a support service that may be provided to students with disabilities in the general ed classroom or elsewhere for at least three hours a week and it can include consultation with the child's teacher.