Growing pains

Eyeing national expansion, School of One founder leaves Tweed

Joel Rose, founder of the School of One, is leaving the New York City Department of Education

The founder of the School of One, one of the city’s most touted educational innovations, will expand that model nationally — by leaving the city Department of Education that helped him create it. The founder, Joel Rose, announced his move in an email to colleagues this morning.

The School of One is part of a national effort to re-imagine how teaching and learning happen at schools by taking advantage of technology. At the three schools that work with the School of One model in New York City, teachers still lead instruction, but they do so with the aid of a “learning algorithm” that creates a personalized program of study for every student.

The idea is to free educators from the more rote elements of school and let them, as Rose put it to us in 2009, “focus on is the hardest part of the equation, which is delivering great lessons.” In the first pilot of the program, a summer math program launched in 2009, School of One reported that its students learned significantly faster, citing externally commissioned research.

The three schools will continue to operate under the guidance of the Innovation Zone, or iZone, team inside Tweed Courthouse. But with Rose’s departure, the national apparatus around School of One — from press attention to large foundation grants — will leave the Department of Education and follow him to a new nonprofit he plans to create.

The move raises questions about New York City’s capacity to act as an incubator for educational innovation. For one, will programs incubated by the iZone stay in New York City for the long haul? Or will they follow the School of One’s path: attracting national attention for a few years and then seeking another home?

Students at the School of One's summer pilot program in 2009.

Those interested in innovating K-12 education often complain that local school districts erect only barriers to change. Outside contractors must navigate behemoth bureaucracies, waiting several years until they can get permission to do business with the school district. And the political nature of school districts, whose management is often constantly shifting, creates worrisome instability. Under a new mayor, who would appoint a new schools chancellor, would the innovation survive?

The School of One was seen in some quarters as a counter-argument; it showed that a school district was not only embracing change, but incubating it. With Rose’s departure from New York, School of One could reverse into a case study.

Figuring out how the new national organization Rose creates can continue to work with New York City may prove to be complicated. City conflict of interest rules prohibit previous city employees from contracting with the city until a substantial period of time has passed.

Rose’s email says that he made the decision to leave New York “with mixed emotions.” But he argues that the innovations that have won School of One national attention are best expanded outside the framework of the city government. Spreading the model to other cities, Rose writes, is “something that I believe can best be accomplished through the sustained efforts of an independent organization with a national scope.”

Rose’s next step, he writes, will be to create a national nonprofit to do that work.

Here is Rose’s full e-mail.

Dear Friends,

It is with mixed emotions and a profound sense of gratitude that I am announcing today my transition from the New York City Department of Education to lead a new non-profit organization that will develop and scale innovative school models for students across the country.

Arriving at this decision was not easy as NYCDOE has been a wonderful place for building and implementing School of One. Indeed I can’t think of another place where School of One could have emerged than in NYC schools over the last two years. I depart with only fond wishes and respect for the team I worked with and for the leadership that made this work possible.

But now is the time to create the foundation for broader impact. Innovation is part of our nation’s strategy to address the moral and economic imperative of improving our schools. New school models that both personalize learning and leverage the time and talents of teachers hold great promise, particularly given the budgetary challenges our schools are experiencing. Delivering on that promise will require the development and scale of these kinds of innovations, something that I believe can best be accomplished through the sustained efforts of an independent organization with a national scope.

The School of One team will continue to support the NYC program in my absence and will be transitioning to fall under the leadership of the NYC iZone. Jonathan Werle, who currently serves as School of One’s Director of Administration, will serve as the project manager. I’m confident that under their leadership, School of One is well positioned to be sustained into the future.

Thank you again for all of your support over the last two years. If you’d like to stay in touch, please drop me an email at [REDACTED] and I’ll keep you updated on my efforts.

Joel

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.