Stephen Cobb

Stephen Cobb, Principal

Bronx Alliance Middle School

3750 Baychester Avenue, Bronx, NY


  1. Constantly devalues teachers in front of students.
    Blames teachers for student behavior beyond our control
    Find reasons to write teachers up
    Expects us to work around the clock no regards to having a life outside of work.
    Zero respect for teachers

  2. What a god awful principal. He presents as supportive but is far from it. Loves to disrespect the teachers and has no order in the school. Students are free to do as they please without consequence. Teachers are written up on a weekly basis. Loves to give ineffective ratings without providing support. Teachers are blamed for everything that goes wrong in the school. Never gives his favorite staff members any coverages but instead takes away teachers preps and never pays you for coverages. His AP’s do absolutely nothing in the building but write people up. The ATR AP, Ms. Gregory who is Steven’s best friend is extremely worthless at her position hence why she’s ATR. She doesn’t speak professionally to the staff and all she does is call for people on the walkie. Steven is unfit to be a principal and he is running this school into the ground.

  3. No human being should have to be subjected to his mental and emotional abuse. The bullying is indescribable. Excessive paperwork, harassment, threatening to fire teachers who don’t comply to his insane demands and public humiliation. He also sends out his Math & Science Coach (Ms. Stewart) as a spy and bully. Don’t get it twisted, He likes some teachers…But if for whatever his psychotic reasons are if he decides not to like you…you and everyone else will know about it.
    There was no one to save me and other innocent teachers because everyone is afraid of him. Several teachers left 3-4 months into the school year. Please save yourself! It’s a toxic environment! Deadly poison! PLEASE DO NOT teach here! For your own leisure Google Steven Cobb. History has repeated itself three times in a row.

    • Its very disheartening when you hear of first year teachers never wanting to teach again after working here.
      There is absolutely no support for new teachers, unless you fit the “Norms” of the “In Crowd”. This man spends more time micromanaging teachers while students do whatever they please.
      How was this man given yet another school with the same people by his sude Ms. Gregory and Mrs. Stewart, ONLY four years later, to run in the ground. Teachers are still left to “figure it out”! When paperwork is thrown in our direction or we have a one hour training. This is Aspire all over again. Teachers are going through great lenghts to Get Out before June! Work should feel like a safe haven for students and staff, its a battle just trying to make it through the day, let alone the end of the year. Incidents go unreported daily.
      If we treated students the way we are treated as “professionals” those children wouldn’t stand a chance. We are beaten down, degraded and just UN lifted. Nothing is ever good enough for this man. “There is work at the post office”, he gently informs us though.

  4. If you’re the type that never takes days off, those days will be your savings grace, in this school it is the only way you will survive. Shut off all emails because you will get them after 11pm. Everyone expects you to work around the clock, except your the only one not being paid to do so.
    Sometimes you won’t get a prep or lunch, because you need tenure so you must comply with a smile.
    He does nothing by the book unless it benefits him and yet gets upset when you want to bring up the UFT.
    The DOE used to be a refreshing place to work, it was truly once about the children we teach, this new administration has become utterly disgusting, the focus is not on the children instead its finding new ways to blame teachers when things go wrong. We teachers don’t make the rules, we simply enforce them, yet we are blamed for it all.

  5. The things Mr. Cobb says to students is beyond disrespectful. He will line them all up to walk up and down the hallways in an orderly fashion if the lunch room is out of order. Saying things like don’t (molest the line) its hurtful to hear when you don’t know if students are actually being molested.
    They must be absolutely quiet, if one student breaks the silence, he will call them derogatory names, if a student engages in an argument then he will become engaged and really let them have it. Seems Corporal punishment is allowed at the administrative level.
    Female students complain that the boys get away with far worse than the female population in the building.
    He seems to also have a problem with students that are not African American, they constantly go ignored.
    The special Ed. Dept. Is only a thought when it comes down to appeasing the state requirements.
    Grievances are at an all time high.

  6. Principal Cobb has created an environment of fear and disdain amongst his staff. He has alienated almost his entire staff in showing great favoritism towards his newly hired staff and appointed administrators that he recently brought on. Pincipal Cobb has targeted certain teachers by deliberately and knowingly giving these teachers poor ratings based on false information. Cobb is not committed to seeing his staff grow and devlelop as any responsible and dignified administrator would. Principal Cobb is completely ineffective in implementing safety and discipline codes as he has demonstrated to all of us his gross incompetence.

  7. Here are five essential but overlooked school principal responsibilities you have to contend with to develop a successful school.

    Creating a positive school culture. (Teacher’s don’t want to be here because we are not valued, students feel bad for the teachers because they can see they are not valued)
    Creating a long-term plan for student academic success.(Lack of consequences for students and students kniwing this will never ensure academic success)
    Cultivating leadership in others. (Teachers are not fit by his standards to lead in any capacity)
    Managing people, data, and processes.(Micro-managing people is really all that goes on in this place)
    Improving School Leadership.(No improvement needed, administration does nothing but sit in their office all day, and just blame the teachers when anything happens.

  8. By David Seifman

    June 23, 2012

    A Bronx principal knowingly broke testing rules and ordered math instructors to teach science in a bizarre bid to show that all of his eighth-graders could earn high-school credits, sources said yesterday.

    Aspire Preparatory Middle School principal Steven Cobb faces disciplinary action for flouting state and city requirements that students fulfill 20 hours of lab work before they’re allowed to sit for the Living Environment Regents exam.

    Teachers told Department of Education investigators that none of the 190 test-takers met the eligibility requirement in 2010-11 because science lab had been offered for only a few months.

    “He wanted kids leaving his middle school to leave with Regents credits,” said a source. “He wanted to impress the DOE.”

    Teachers also said a number of math instructors complained that they weren’t comfortable teaching science but that Cobb simply told them to “figure it out.”

    The sixth-year principal told investigators he believed any teacher was capable of following the science curriculum, according to the investigative report.

    “Of course I couldn’t comment,” Cobb told The Post outside his Bronxdale school.

    Roughly 35 percent of Aspire Prep students, or 67 out of the 190, passed the Living Environment Regents test last year.

    The year before, only 33 students at the school even took the exam.

    Despite Cobb’s efforts, Aspire Prep received an “F” grade from the city for the 2010-11 school year.

    It was named to the city’s list of “persistently dangerous” schools earlier this year, and was approved for phase-out in February.

  9. According to the city Department of Education, Aspire is one the worst performing schools, with a performance rate better than only 18 percent of the schools in the entire city. The most recent city DOE school progress report gave the school an overall grade of C, with a D in school environment and student performance and a C in student progress.

    A former employee of the school believes Cobb is the problem as well. Although he was only with the school for one year, he said his relationship with faculty and students was appalling.

    He acknowledged that the school has had its dangerous moments with student fights, but he believes that it is far from being one of the most dangerous schools in the city. The solution, he says, is replacing Cobb.

    “There is no doubt in my mind that removing this man as school principal will ultimately benefit the school,” he said. “The way he treats his staff and talks to students sometimes is terrible. I just don’t feel like he (Cobb) is the right leader for the school at this particular time. He is a very intelligent man, but the way he runs the school is only bringing it down.”

  10. This man yells at the students and belittles them often for not walking a straight enough line. If they are loud in the cafeteria, he will have them walk up and down the hallway in utter silence, leaving the with 10 minutes to eat. Is this corporate punishment? When will he be written up. Excessive paperwork, we may as well work at a non UFT charter school. We are basically told to work at home, emails all hours of the night

  11. Steven Cobb has made being a teacher nightmare. I left two years after he took over because I saw what it was about to become, he started off great, because it was only him. As soon as he was sent and AP, things started to change.
    He began blaming teachers for minor things students did, so we didn’t question it because it made sense.
    The bulletin board has to be neat and put up in a specific way.
    Every prep was either common planning or a coverage.
    Teachers would stay late to plan only some would be paid. Teachers would get in early to prepare for their day.
    He said that he doesn’t do the horse and pony show for the superintendent, yet whenever they are coming he is extra hard on staff to impress them. It is an all around sh*#t show in that place.
    All principals are not like this. I am at a school that is supportive, with a very welcoming environment. We are encouraged everyday and what a difference when teachers are well received and treated like they matter. From administration down to the maintenance staff everyone comes to work with real smiles and wanting to be there. We hardly have subs in the building, no one calls out.

    • Praying for Y’all

      I went through hell at Bronx Alliance for 2 years. The worst 2 years of my teaching career. That man does NOT care about his teachers at all. The way he treated me and countless others was a damn shame. While I was there I remember a colleague who was so scared of him that she developed anxiety and had to start going to therapy and taking medication. Can you imagine a 15 year teaching veteran developing anxiety in her 16th year of teaching because of a hapless principal who leads with fear and bullying ? It’s safe to say now that both she and I are both in better environments where we are thriving and our students are learning. I’m not upset with Cobb because he showed me what a school shouldn’t look like.

  12. I’m just trying to hang in there until June. I have questioned any and everthing I’ve learned in these few years, this isn’t what we are taught in school.
    Growing up I would have never said damn in front of an adult, here all you hear students saying is f’ you, smd, shut the f up! The fighting, OMG.. I am appalled by it all, I hate having to leave the safty of my room. This is not teaching, this high quality babysitting.

  13. I hope you take the time to read this Mr. Cobb

    What Teachers Want You To Know: A Note to School Administrators

    SEPTEMBER 4, 2017

    Dear School Administrator,

    I begin this letter with some hesitation, because I know you were a teacher once. Nothing I say here should be new to you. So why would I ask you to take the time to listen?

    It’s because I talk to teachers every day. They share their thoughts on social media, in the comments they leave on my blog, and in private emails. I see how many of them are struggling. Some are engaged in a healthy struggle, the “good stress” of working at a challenging job. If we think of teacher stress as a continuum, I would put these teachers at the healthy end.

    At the other end, the struggle has a different character, a kind of desperation that goes beyond “good stress.” Teachers at that end of the continuum are panicked. Many nights they go home and cry. They don’t sleep. They can’t concentrate. And they are thinking seriously about leaving the profession altogether.

    After listening to thousands of teachers tell their stories, I have reached the conclusion that there is one deciding factor that determines where teachers will fall on the continuum, one element that makes the difference in whether the teachers in any given school will lean toward positive and productive or desperate and crushed: That element is the administrator. Behind every teacher story is an administrator who is interpreting policy, setting expectations, and establishing a tone that will determine the quality of their teachers’ work, and by extension, the education their students receive. If too many teachers are drowning at the unhealthy end of the continuum—and our current teacher shortagesuggests that this is the case—then too many administrators are tolerating, or creating, unhealthy working conditions. Administrators who may have forgotten what it’s like to be a teacher.


    Most of us will never fully understand the difficulty of your job, the pressures from parents, community members, central office, students, and teachers. How mandates are passed down without your input. How things like safety and the budget weigh on you. The dozens of decisions you make every hour. How you protect your staff in ways they will never know, how you do things for kids that no one ever sees. We forget how, unlike when you were in the classroom and had plenty of colleagues to vent to when things got tough, you are now mostly alone. How you miss out on so much of the good stuff: Because you’re constantly putting out fires and making sure the ship keeps sailing, you don’t get to experience so much of the joy of educating young people. You don’t have time to really get to know kids, to make memories with them and impact them in small ways all year long. We don’t often consider the fact that despite doing your very best, you always have to disappoint someone.

    Most of us will never sit behind an administrator’s desk, so when we consider how your actions impact us, we would be wise to remember that we can never truly understand all of your decisions because we don’t have your responsibilities.

    With that said, there are a few things your teachers would like you to know. I’m taking the liberty of speaking for them here because many don’t feel free to speak for themselves. But if they felt comfortable telling you, they would probably ask you to consider one of the following five things, five actions they wish you would take to help them become the best teachers they can be for the students you all serve.

    If you’re already doing these things, then you’re probably not the intended audience for this letter. Also, your teachers probably love you like crazy.

    But if you’re not doing some of them, my hope is that you’ll find something here to reflect on as you work to move your staff closer to the healthy end of the continuum.

    1. Treat teacher time as a precious commodity.

    It is so easy to believe that you already respect teachers’ time as much as you are able to, but I’m asking you to consider this with fresh eyes.

    If your school is like most, it’s already set up to give teachers very little time without students present—maybe an hour a day at most, and in some cases, much less. In that time, teachers are expected to plan engaging lessons, assess student work, provide meaningful feedback, contact parents, make photocopies, collaborate with their colleagues, design instructional materials, meet with students to provide extra help, troubleshoot technology programs, display student work, maintain a relatively interesting and tidy classroom, enter grades into a centralized grading system, and complete various kinds of paperwork.

    That’s the baseline, the normal expectations. And it’s clearly more than any human can handle in the time allotted, which you know, since you were a teacher and you’ve been there. You know that they are already taking work home and putting in evening and weekend hours just to meet the standard expectations.

    So when you make decisions that take more of that already scarce time away from teachers, it’s soul-crushing. It forces teachers to make the choice between bringing more work home or just not doing it: The lessons become less engaging. The feedback gets less meaningful, more robotic. The paperwork comes back late. The collaboration gets postponed, again. Time is a finite resource that can’t be recovered once it’s lost, and although your teachers might still show up, the quality of their instruction is what’s ultimately going to suffer.

    Here’s a metaphor I heard from my own principal years ago: Think of a teacher’s workload like a backpack. They already have a lot loaded in there, and as more things get added, the backpack gets heavier. Eventually, you just can’t get anything else in; there’s simply no more room left. When you’re thinking about adding anything else to your teachers’ backpacks, make it your policy to take something else out: An old requirement that doesn’t really make sense anymore, an administrative task that might be handled by someone else or dropped altogether. When forced to choose between the new thing and the old, this kind of policy will help you choose more carefully.

    Here are some more specific ways you can protect teacher time:

    Drastically reduce meetings.Meetings kill an insane amount of time: all-staff meetings after school, team or department meetings that gobble up whole planning periods, last-minute meetings, meetings that run over time, meetings that don’t apply to everyone in attendance. It doesn’t have to be this way. It doesn’t. But the only person who truly has the power to change the status quo is you. You can refuse to accept meetings as a necessary evil and commit yourself to reducing the time teachers spend in meetings by as much as possible. Start by cutting your regularly scheduled meetings in half: Instead of meeting as a staff once a week, see what happens if you switch to every other week. Do the same with teachers’ team, grade-level, or department meetings. Then try replacing some face-to-face meetings with cloud-based ones using a tool like Voxer, which allows you to have group voice chats anywhere, at any time. Finally, look for ways to shorten the meetings you do have: What business can be handled ahead of time, so you don’t have to spend as much time discussing things in the meeting? And what steps can you take to make sure you absolutely, always end your meetings on time? An extra five or ten minutes makes a world of difference when you’re talking about rush-hour traffic and picking kids up from daycare or after-school activities. It’s a big deal, so make this one a non-negotiable.Guard instructional time like a Doberman. How often are classes interrupted by all-calls on the P.A. system or buzz-ins from the office? These may seem like no big deal, but if a teacher has just gotten students focused and is finally getting somewhere with a lesson, even the briefest interruption can send things off-course for several minutes. Do whatever you can to limit these interruptions. On a macro level, how many times during the year do teachers have to rework their plans due to a class being tossed out for an assembly or another standardized test? There is such rare beauty in a simple week with no special events, where teachers can just plan a course of instruction and actually implement it; so when new opportunities come up that would disrupt this, make sure they’re really worth it.Trust that unstructured time will be used well. I can’t make my point here without sounding a little dramatic, so here goes: If you’re not giving teachers regular time alone in their rooms, without micromanaging that time, you’re destroying their ability to teach. In a lot of cases, what teachers need is not more professional development, more collaboration with peers, or even more materials to work with…what they need is time, in their rooms, alone, to implement the things they have already learned to do. They need to concentrate. They need to not be interrupted. They need you to trust them. Especially at the beginning of the school year and the end of every marking period. Yes, some teachers may take advantage of the free time. They might socialize. They might fool around. Don’t punish everyone else for that.Deal with those teachers one-on-one and treat everyone else like the professionals they are. Which brings me to my next point.


    2. Differentiate your leadership.

    Just like students, every teacher in your building is a unique individual with different strengths and weaknesses. So they need different things from you as a leader. Some of the most ham-handed mistakes administrators make come from a place of treating all staff members as a single homogeneous unit. Instead, consider these ways to refine your approach:

    Instructionally, meet teachers where they are. In some schools, administrators require every teacher to turn in detailed lesson plans every week. For an experienced teacher who has proven her competence time and time again, this feels demeaning, as if her professionalism isn’t being respected. But some teachers might actually need to be checked on more often. Why require the same thing of every teacher? Why not require some teachers to provide more detail, while only asking others to submit a rough outline, or maybe not turn in any plans at all? And while we’re on the subject of lesson plans, how necessary is it to require that every teacher use the exact same lesson plan template? We all know that there is no universally agreed-upon format for a lesson plan, so why not let teachers choose the style that works best for them? Although this process will be messier than requiring the same thing from every teacher, it’s the same personalized approach our teachers should be taking with students. If the goal is to have everyone meet a certain standard of instruction, it just makes sense to honor the different path each person might take to get there.Address problems on a case-by-case basis. One of the most maddening things some administrators do is reprimand an entire staff for the transgressions of a few. In most of these cases, the vast majority of people being scolded have no idea what you’re talking about, but they start to wonder if maybe they did do something wrong without knowing it. It’s very confusing. When you then compound the problem by creating some new restriction or requirement for all teachers, when it’s just a few who aren’t doing what they’re supposed to be doing? This is just awful, and it tells the whole staff that you trust none of them. What would be so much better is if you just went directly to the people who are causing the problem and deal with them alone.Provide choice. One of the best professional development days I attended recently was done boutique style, where the schedule was broken into four 60-minute blocks, and teachers could choose between eight different sessions per block. Unlike other events I have seen, where all teachers are herded into a single room to listen to one speaker deliver one message, the teachers at this PD were energized and invested in what they were learning. No one rolled their eyes or scrolled furtively through their phones. They went to the sessions that applied directly to their work, and everyone got something out of the day. Obviously this required a lot of advance planning and might be more than any one school could handle, but the underlying principle is sound: Whenever you can give your teachers choice in content, process, or product, you’ll get better results.


    3. Give specific feedback.

    When I was in the classroom, my principal used to tell me all the time that I was a great teacher. It was nice to hear, but it didn’t mean much, because he almost never saw me teach. I asked him about this once, and he said that it was because he didn’t get any complaints about me. He said it almost as a joke, and to be fair, I do feel he knew my heart as a teacher, that he built his impression of me over several years of seeing the work I put in and how I talked about my students.

    But still. It would have meant so much if he actually knew what I was doing in my classroom. If he stopped by for five minutes, found something specific to compliment me on, and pointed it out to me later: The way I redirected a student respectfully, the fact that I asked good questions, the way my students really seemed to enjoy a particular part of a lesson or that he noticed what good writing they were doing.

    I know coming up with specific feedback is hard. Teachers get this; when we grade a hundred papers we can easily default to rotating between Good job! Excellent!, and Well done! We know how useless these are, and how much more meaningful it would be, how much more ACTIONABLE it would be if we pointed out something specific our students did well. So when we’re doing our best, we give specific feedback.

    And we need the same from you. Two or three times a year, if you watched us teach for a few minutes and then later said something like, “I really like the way you let students design that whole bulletin board themselves,” or sent a quick email that said, “You were really good with wait time in today’s lesson. Your students were really thinking about their answers.”

    That’s it. Something that small would go a LONG way toward making us feel seen and appreciated. I mean, a catered lunch every now and then is fantastic, but a meaningful compliment lasts a lot longer than a chicken salad croissant and some pie.


    4. Regularly check in with your ego.

    Some of the worst mistakes I made as a classroom teacher could be traced back to me protecting my ego. I overreacted at times when I thought my students weren’t respecting me. I did stupid things so my students would think I was cool. I kept my mouth shut at times when I should have spoken up because I wanted my colleagues to like me. Ego, ego, and ego.

    I can only assume that in your position, you also may have occasionally let your ego drive decisions. Consider these situations:

    If a new initiative was going to put more work on your teachers, would you opt out of it even if it would make your school look great from the outside?If you rolled out a new system or program, and it wasn’t going well, would you stop things and reassess, admitting that you may have been wrong, or would you press on despite the program’s ineffectiveness?When considering whether to give up some control with your staff, like no longer asking for them to turn in lesson plans, do you worry that it will make you look weak or that teachers will take advantage of you?When was the last time you asked your teachers to give you anonymous feedback on your work as an administrator?

    In all of your decisions, but especially the ones where you’ll be asking more from your teachers, take a few moments and see whether your ego is shouting in your ear. Sometimes you only have to recognize it to make it quiet down.


    These four certainly don’t cover everything. I haven’t mentioned how important it is to create a family atmosphere in your school, how teachers need your support with classroom management, or how much they appreciate it when you back them up with parents, but these four are big ones, the issues that come up over and over again when I see teachers who are truly feeling crushed by the weight of their work.

    Number 5 is not something that comes up in these conversations, but I think it’s something we should talk about.

    5. Fight for us.

    A lot of the factors that contribute to teachers’ difficult working conditions may seem to be out of your control. The decisions come from above your head and you just have to go along with them; after all, you want to keep your job, too.

    But ask yourself this: When policies or norms that impact teacher workload come down from above, and they aren’t working, and they ultimately don’t serve kids, whose responsibility is it to communicate that to those in power? You have the ear of the superintendent, at least more than the average classroom teacher. Is it possible that you could be the vanguard in reversing some of our biggest problems in schools? Could you say to those above you, This isn’t working? Could you join forces with other administrators, tell stories to make the decision-makers understand, and then tell them again?

    Maybe you’re already doing this. Maybe I’m just revealing my ignorance of how these things work. I’m just going on a hunch here.

    But it’s a hard hunch to shake: You stand right in the middle, wedged between those who make the policies and the teachers and students impacted by them.

    I addressed this letter to school administrators, but an administrator just administers programs and systems created by others. By taking this last step, going beyond administering and working to create real change for your teachers and students, that would make you a leader. And if you choose to be a leader instead of an administrator, your influence could be tremendous.

    With respect and optimism,

    Your Teachers

  14. So many talented teachers in this building, so much the school is missing out on because this man has broken everyone’s spirit.
    He can have teachers doing so much more if his approach were humble. He is arrogant, and cocky.
    The atmosphere is oppressive, the workload is repetitive and lacks substance most times. All this leaves little room to want to do anything to make this school a better place. Students should be proud to say they come here.
    Just my two cents

  15. Not what I signed up for!

    If the DOE cares even one bit about administrator quality, they should can this guy by the end of the upcoming school year. He needs to find a new profession…one dealing with robots, and not human interactions.

  16. If you care about your sanity do NOT work here! Steven Cobb is as narcissistic as it gets. If you care about your career please do NOT work here! No matter what you do you will be rated as an Ineffective teacher. If you care about children do NOT work here! Students get nothing. The children are lucky that they even get lunch. This school is a circus and is being lead into oblivion by clowns. Steven Cobb must go in order to give this school a fighting chance.

  17. Students haven’t gone on any field trips this year. Teachers have planned trips for students only to have them canceled last minute. Student dances have been canceled on the day of without warning. Cobb’s reasoning is that the students don’t deserve any fun activities. Students feel depressed and are genuinely disengaged.

  18. Save yourself the heartache

    Ms. Gregory’s face is always screwed up, as if she is judging your very existence. This is a hard place too work, when the admin team seems to make you feel inadequate at every turn. Your damned if you do, and damned if you don’t. There is no winning in here. Teachers try to put on a happy faces for the sake of pushing through, only to be met with more hostility.
    Mr. Cobb loves causing division amongst his staff, the administrative team always follows his lead on. Some of the teachers are competing for his affection by throwing teachers under the bus and just belittling others because they have been made to feel superior. Its sad to watch and hear. When the math/science coach Mrs. Stewart has been overheard talking bad about teachers. what has the DOE become. This is an all out war. Teachers must fight Administration, students, parents and each other, no one has your back in this building.
    When will it truly be about these children. This building needs to be ripped apart and put back together with a new administrative team, coaches included, discipline needs to be the focal point for this school to have a fighting chance. Teachers can not teach with the behavior problems that go ignored on a daily basis.
    Competition amongst each other has to stop, no one will get ahead, unless teachers stick together. There is a smog over this school. Out of 30+ teachers only 10 will most likely want to return only because they have been made to feel special.

  19. How about we have the new deputy superintendent coming to the school this week and all of a sudden he wants to put on a broadway show. All of a sudden he wants teachers to showcase student work and student talents. Icing on the cake is that he is going to extend his morning speech so that students aren’t marked late for school. This is fraud at it’s finest. Mr. Cobb is an opportunist and a liar. I hope the deputy superintendent sees through this chuck n jive.

  20. “Let’s be clear, I don’t care about teachers!”

    While this may sound implausible, these repulsive words were spoken by our own principal in the presence of his own teachers. While Principal Cobb’s behavior has made it more than evident that his teachers are the least of his priorities, to boldly make such a statement further demonstrates what little regard he has for us. In addition to informing us that we are not placed high on his list, he audaciously referred to the teachers as having “Twitter fingers” and using forums such as this to express their displeasure with him. His words today were not only hurtful, but also demonstrate why the teachers here are angry and distressed. Being a teacher is difficult enough when you have the support of your administration; unfortunately, our own administrator has set himself against us.

  21. A fool doesn’t argue with a fool

    He has been unraveling lately. His temper is out of control and he spews nothing but hatred towards teachers. What have we done to deserve this kind of treatment?

  22. When will you resign?

    Good morning!
    Yesterday I shared how I do not feel sorry for teachers. I know it sounds rough but really meant it. Feeling pity for others is counterproductive especially when you have the ability to help (Insert Clean up article, that may help save me from my mean and nasty comment). As principal, I believe I have the ability to do just that. Moving forward, my goal is to lighten teaching loads and increase time for planning and professional learning for all teachers. Of course, accomplishing this feat will require adjustments to our program and staffing; however, I believe it’s worth it. The Hiring and Programming Team will soon begin the planning process for next year and we’d like to have your input. Please complete this five minute SURVEY when you get a chance.
    Thanks in advance.

    The adjustments to staffing should be fine now. He is running them away.

    A second teacher has resigned.
    Do you think that low of us that we would praise this fake pre superintendent kindness.
    Great job principal Cobb!!
    Steven Cobb, Principal
    Bronx Alliance Middle

  23. Posted: Jan 24, 2020 10:15 PM EST
    Updated: Jan 24, 2020 11:53 PM EST
    A Bronx boy’s family is in shock after they say a fellow student’s family bloodied and beat him up.
    It has been three days since the violent incident, but Corey Walters Jr.’s eyes are still bloodshot after police say a woman in her 40s beat him up.
    The 11-year-old goes to One World Middle School. He says he got into an argument with a student who goes to Bronx Alliance, which is housed in the same building.
    Walters Jr. says on Tuesday, that student said Corey was going to bring a weapon to school. Staff searched him, with his mom’s permission, and he says he was cleared.
    But as school let out that day, Walters Jr. says he was approached by that same student’s father, mother and sister, who caused a commotion. He says once the principal of Bronx Alliance caught a glimpse of what was happened, he told Walters Jr. to walk away and go home.
    “So me and my friend walked home. We saw that … his family was following us,” says Walters Jr.
    Walters Jr. says the mother pushed her son into him, leading to a fight. He claims the mom and sister later kicked him in the head.
    The result — cuts on his head, nose and bloodshot eyes. He has been home ever since recovering.
    Walters Jr.’s mom Shanaya says days later, she’s still in shock that grown adults could do this to a child.

    Excerpt from News 12 The Bronx

    It is sad to know that our children seek refuge from a Principal who will willingly throw them in danger. This young man was brutally beaten after seeking help from Principal Cobb. All he had to do was usher the 11 year old boy inside the building and contact the principal from the school upstairs and have the school contact his family. What this man did could’ve gotten this child killed as he was brutally beaten by adults. Very similar situation to what happened to Junior. What is the DOE doing about this ?

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