CEB School for Public Service

Administradores y maestros del Colegio CEB para Servicio Publico- Bushwick se ven si mismos como lideres ciudadanos responsables para el bienestar de su comunidad. CEB pone un enfasis en cambiar la comunidad no del exterior pero desde adentro.
Working from the outside to the inside [ by telephone network OR  broadband

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CEB has many connections to your community.

Students and employees of the East Brooklyn Congregations, a public service college-Bushwick, see themselves as citizen leaders who are responsible for the well-being of their community. CEB people and programs place importance on changing the community not from the outside but from the inside.

The perspective of the literate citizen sustains a great participation in democracy with the concept that normal problems require collective actions. The members of the school community, the argument goes, must be active in the issues that affect their lives. To be intellectually active in solving normal problems, citizens must be educated, because educated citizens are more likely to offer and sustain the actions that work.

Very early in the career of a CEB student, the employees create the foundation for the propositions that help society is a way of the leader and to stimulate a great participation is to lead. Teaching and learning with these ideas in mind can be difficult and uncomfortable, because they often require movement outside the walls of the school to take part in non-traditional learning exercises. Before graduating, students realize that substantive learning accompanies the application of knowledge to the problems of society. They also learn for themselves that the study of civic government-or the study of the privileges and obligations of citizens-is an active science.


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Classes of women’s council offers CEB students with opportunities to connect and sustain each other.

Small schools like CEB can innovate with common subjects and instruction. Even before they cross the threshold of CEB, freshmen know something about the school culture and hopes for their behavior and academic performance.

Freshmen spend time together in a summer improvement program known as the Summer Bridge. In particular, students who may have difficulty academically benefit from the summer experience. It helps them to understand the culture of the school and connects them socially and psychologically to people who will influence their futures.

CEB administrators, teachers, and employees believe that students need special guidance during a teen’s vulnerable years. The Council Program offers students an adult who acts as a friend, father figure, and counselor. The Council Program cushions a disturbing change in the lives of students with moral support and positive consideration.


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The creative use of resources supports the needs of CEB employees.

The leaders of the Public Schools of the City of New York have to communicate and apply their vision of educational success and be responsible for the results. Mr. Capellan, the director of CEB, has to collect coins that support his programs, such as the Council and the Summer Bridge programs. These labor-intensive projects wreak havoc on the academic calendar because it is so difficult to find employees.

To appoint employees for the Council Program, Mr. Capellan has to decide when and where to appoint a teacher. These decisions inevitably involve a shared teaching and support for students. Capellan collects funds for the support of the Council Program and asks teachers to do more, although it may mean that they will not receive payment of additional compensation. He combines or changes the hours of the program, the spaces and the employees so that everything works well. Capellan still uses the support of employees – people who may not have had a formal education but have a lot of experience with the real world – to work as counselors. At last the goal is to provide the students with a local support network.


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CEB teachers collaborate to find the needs of the students.

The population of CEB is changing with the arrival of students who have special needs and those who show limited English proficiency. Mr. Capellan and his employees assume the challenge with new programs offered by teachers in cooperative teams.

The leaders of the last generation of the school lead the organization of efforts to adapt and plan for changes in society. They do so because they know what can work today can be information expired. For example, while the academic needs of students often tend to dominate discussions, social needs continually haunt all other subjects.

CEB employees cooperate with social workers to bridge cultural distances of understanding that can separate students from their parents and guardians and can be an additional division between school and family. Offering classes to parents CEB provides authentic opportunities for necessary learning, but also the school encourages individual participation in the life of the community.