All together now

Students will take leading role at new District 13 middle school

A student in Darby Masland's sixth grade class uses an iPad to look up the definition of illustrious for her classmates during unison reading. Unison reading is a core of the method that will inform a new Clinton Hill middle school.

In September, sixth graders at a new middle school in Clinton Hill will regularly stand at the front of the class to share a vocabulary word, or how to solve a math problem. And feedback from fellow students will be valued as much as feedback from their teachers.

In more than a dozen city schools, teachers are taking a literal backseat in their classroom as they adopt a student-driven teaching method called Learning Cultures. But Urban Assembly Unison School is the first to be built from bottom up around the method.

Unlike some of the schools that use Learning Cultures to help immigrant students learn English, Unison probably won’t be serving a large population of English language learners. District 13, where the school will open, has relatively few ELLs.

But Learning Cultures is flexible enough to challenge and support any students, said Jennifer Ostrow, the co-founder and principal of the school. She said she heavily recruited ELLs from outside the district, but students who live in District 13, which has had a dearth of high-quality middle schools, got priority for admission. (The school is still accepting applicants, Ostrow said.)

“I am really excited to create what I think will be an excellent middle school and hope will be a valuable contribution to our community,” Ostrow said.

Learning Cultures is grounded in the idea that students learn most from social practices. So at the Unison School, classroom time will be structured around interactions between students — such as unison reading, in which students spend 20 minutes reading in sync, stopping when one stumbles. Students will set specific goals for themselves, often informed by state standards. And teachers will meet with one or two students every class period for 20 minute one-on-one sessions.

Ostrow began to help develop the school as director of new school development for Urban Assembly, a network that operates about 20 city schools. If all had gone as planned, she would have moved onto another project by now.

“I couldn’t stop thinking about how great the school was going to be, and how exciting it could be and eventually decided to just jump back in with both feet and to be the school’s proposed principal of myself,” Ostrow said. Before her work in the network’s central office, she was assistant principal at another Urban Assembly school, the Harbor School.

The Learning Cultures method caught the attention of Urban Assembly and district schools across the city after P.S. 126, which piloted the program, saw leaps in its standardized test scores. The Department of Education has also taken note: Chief Academic Officer Shael Polakow-Suransky gave the opening address at a Learning Cultures symposium last month, making a rare joint appearance with UFT president Michael Mulgrew.

The department is watching the model’s results closely, according to Josh Thomases, a top deputy in charge of instruction.

Cynthia McCallister, a New York University professor who engineered the method and related curriculum in the 1990s, said the mounting emphasis on standardized testing has driven Learning Cultures’ popularity. The method calls for teachers to discuss standards explicitly and to help students use the standards to articulate their personal learning goals. That means students at Learning Cultures schools are likely to be more aware of language of standards than they might be at other schools — something McCallister said teachers and principals find increasingly attractive as the Common Core takes hold and resets expectations for student learning.

“In a lot of ways the extra pressure or emphasis on standardized tests has created a context where, with a lot of people, there’s more willingness to consider this kind of model,” McCallister said.

But it wasn’t just test competency that attracted Ostrow to the method, although she said that was part of her motivation. When she toured P.S. 126 she was struck by the consistency in instruction from class to class. And she liked that students could talk to her about what they were doing, and why they were doing it.

One advantage Ostrow has over principals who have implemented the program in established schools is that she doesn’t have to win teachers over. Teachers and principals at schools that have adopted Learning Cultures in the past say it can be hard to convince teachers that inverting the traditional student-teacher dynamic is a good thing.

Darby Masland is a sixth grade teacher at the Urban Assembly Institute of Math and Science for Young Women, which began to implement Learning Cultures in its middle school this year. Masland is now one of Learning Culture’s biggest proponents, and is helping to train Ostrow’s teachers this summer. But initially, the method “freaked [her] out,” she said.

“You’re asking yourself, ‘How are the students staying quiet? Why aren’t they throwing desks at each other when you turn your back?’” she said.

But the team of six teachers Ostrow selected from more than 400 applicants are all excited about the method, Ostrow said.

The are prepared to not only take on a new classroom dynamic, but to adapt to new expectations from their principal. Instead of submitting lesson plans to Ostrow, as they would in another school, Unison teachers will hand in rubrics, filled out by their colleagues and themselves, that show how often they met with students and what they talked about.

The rubrics induce the most tension of any component of Learning Cultures, said Kerry Decker, who has implemented Learning Cultures at two schools, first as principal of P.S. 126 in New York, and then at a school in Wisconsin.

“When you say to a teacher, ‘Look, you’re not satisfactory, you need improvement, based on my observation of these rubrics,’ they really feel — it’s a shift in mindset to them, so at first it’s a real shock,” Decker said.

But Decker says most of her teachers have come to see how valuable of a professional management tool the rubrics can be.

Ostrow, who will also teach at Unison, said she looks forward to the feedback from students and teachers. And she wants to set an example of lifelong learning for the sixth graders.

“We want students to understand intelligence is incremental, and error is an opportunity for learning,” she said.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

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.”