status update

A year in office, Walcott trumpets his middle schools initiative

Efforts to improve the city’s middle schools have come a long way since they were announced six months ago, Chancellor Dennis Walcott said today in a policy speech delivered days before his one-year anniversary of his sudden appointment.

Walcott returned to the same venue where he first announced the middle school reforms — New York University’s Kimmel Center – to deliver the keynote speech at a middle school colloquium hosted by NYU Steinhardt’s Research Alliance for New York City Schools. In his speech, Walcott said the city was in the process of rolling out a host of initiatives that the the Department of Education had either created or expanded since September, all in the interest of improving middle schools, which he said had become his main priority during his tenure.

“If we truly care about preparing our students for success in college and careers, middle school needs to be a central focus of our policies,” Walcott said.

Walcott announced that the DOE had allocated about $500,000 to develop new training programs for 150 teachers and 10 principals who he hoped would work specifically in middle schools. And he said the city would exceed his goal of creating 50 new middle schools in the next two years. Twenty-six new middle schools, including 14 charter schools, will open next fall and 28 more schools — including another 14 charters — are set to open in 2013.

Walcott also revealed more details about the city’s rebranded version of the City Council’s Campaign for Middle School Success. The new phase, called the Middle School Quality Initiative, has brought together 18 struggling middle schools to provide teachers and principals at the schools with professional development based on best practices used in higher-performing schools. So far one school — M.S. 244 in the Bronx — has been selected as a model school, but officials said they hoped to bring on two more “anchor” schools.

Back in September, skeptics observed that Walcott’s policy promises did not depart from the Bloomberg administration’s education agenda. Today, too, critics were quick to point out that little fundamental change going into his reform plans.

“There is not one thing that they’re doing here in schools that’s new,” said Richard Farkas, a middle school vice president for the United Federation of Teachers. Farkas said middle schools would be improved by smaller classes but when he posed that idea to Walcott, the chancellor disagreed, saying it wasn’t the most pressing need.

Walcott did announce updates to some new initiatives. The DOE will fund a $15 million, two-year program to provide non-fiction textbooks that will be available starting April 16 to help schools adopt to new Common Core literacy standards. Walcott also announced the creation of a new, privately-funded pilot summer school program called NYC Summer Quest. The program would be for students who struggled on their state tests, but not enough that they qualified for free summer school. The pilot is launching in the South Bronx, but “if the program is successful, we will expand it to other boroughs and neighborhoods,” Walcott said.

At one point, Walcott split from his prepared remarks and shared a story about a recent encounter he had with a middle school student who was bagging Walcott’s groceries. Walcott said the student told him that “he felt that he had a focus” at school,which Walcott said he later corroborated with the student’s principal, who added that the student used to struggle. Walcott said that it was this kind of character development — toward “resilience” — that was as necessary as “what goes on in the classroom.”

Walcott’s appearance was followed up immediately with a panel of dissent. NYU professor Pedro Noguera and City Council Speaker Christine Quinn’s senior education policy analyst, Mathu Subramanian, both said they were concerned about the city’s ability to implement many of the promised changes.

The city’s original rollout of the council’s Campaign for Middle School Success in 2008 was too focused on directing money to individual schools, Subramanian said. Each of the 51 schools in that initiative received $100,000 to use freely, terms that Subramanian said became problematic during consecutive years of budget cuts that left many holes to fill for principals.

Subramanian called the 2012 iteration a “successful collaboration” that seemed to be aimed more toward systemic change this time. “They really are looking at changes that can be scaled systemwide,” she said.

Noguera, who declined an invitation to participate on the Middle School Quality Initiative’s steering committee after sitting on the council’s version in 2008, was less optimistic.

“This is not a system that is designed to learn even from its successes,” he said.

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.