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In wake of new union contract, 62 schools approved to 'break the rules'

PHOTO: Jessica Glazer
City and teachers union officials on Monday announced the schools that were selected to join a school-experimentation program.

When Mayor Bill de Blasio announced the city and the teachers union had agreed on a new contract two months ago, he promised that one provision would let schools “reinvent themselves.”

On Monday, city and union officials announced which schools will be able to do so by opting out of certain union rules and chancellor’s regulations, starting this September. Sixty-two schools were selected from 107 applicants to take part in the experimentation program, known as Progressive Redesign Opportunity Schools for Excellence.

The participating schools will be able to “break the rules,” as Deputy Mayor Anthony Shorris put it, though the city offered few details about the dozens of plans for doing so that it approved in conjunction with the teachers union.

Particulars were provided for three of the schools, including the Community Health Academy of the Heights in Washington Heights, a neighborhood struggling with high obesity rates. The school wanted to incorporate lessons in the kitchen to teach students healthier eating and cooking habits, but was restricted from doing so because of rules related to the use of the kitchen, Principal Mark House said. Access to that space lets them experiment with ways to teach kids about health.

“This just makes sense,” House said.

Next year, the Academy, which teaches students in grades 6-12, will stagger class times so that older students begin school later than younger students. More than student learning, Chancellor Carmen Fariña said that change will help with teacher retention.

Debbie Mendez, a parent at the school and head of the PTA, agreed, recalling her own time as a teacher. Flexible schedules gives teachers “an opportunity to not burn out,” she said. “The amount of time and tolerance a teacher has [for students] is wonderful, but it gets challenging.”

Science teacher Amir Tusher, who has been at the school for eight years, said he is excited about changes to the school’s teacher evaluations. There will be an option for teachers to choose a specific skill to focus on, instead of having the principal sitting in the classroom and then deciding what skill the teacher should hone, he said.

In another proposal, the School of Integrated Learning, a middle school in Brooklyn, will mix large lecture classes with small classes for high-needs students. And Brooklyn International High School, where students are exempt from most Regents exams, has also developed a new teacher evaluation model that would include visits from peer teachers. The city did not explain what changes had been approved at the other 59 schools on Monday.

The scope of the changes has been the subject of debate since the contract was introduced, with some union members voicing concern about the implication that union contracts restrict innovation and that the program would weaken protections for teachers. Other union critics say the program won’t give enough freedom from contract rules for true experimentation.

“The lack of detail makes us wonder if this is just meant to distract us from the fact that the teachers’ contract puts too many restrictions on how schools are run,” Jenny Sedlis, executive director at StudentsFirst NY, said in a statement.

Without information on financial or other support for participating schools, there are also questions about how the schools will implement the changes.

The schools whose plans were announced Monday have already cleared two hurdles. The 62 schools met a tight deadline to develop their plans and have them approved by parent leaders after the contract was ratified. Once approved by the city and the union, 65 percent of a school’s unionized staff also approved the proposals.

The city and the union have said they plan to include 200 schools in the program over the next five years. The initial proposals, Fariña said, will “serve as a guide for all of our school communities.”

Participating schools:

Brooklyn
Brooklyn Democracy Academy
Brooklyn International High School
Brooklyn New School
Brooklyn School for Collaborative Studies
East Brooklyn Community High School
Expeditionary Learning School for Community Leaders
Gotham Professional Arts Academy
Kurt Hahn Expeditionary Learning School
Lyons Community School
Mark Twain Intermediate
Olympus Academy High School
P.S. 188 – The Michael E. Berdy School
The International HS at Prospect Heights
The School of Integrated Learning

Bronx
Bronx Arena High School
Bronx Collaborative High School
Bronx Community High School
Bronx High School for Law and Community Service
Bronx Lab School
Bronx Park Middle School
Bronx Writing Academy
Community School for Social Justice
Comprehensive Model School Project
East Bronx Academy for the Future
English Language Learners and International Support Preparatory Academy
Fannie Lou Hamer Freedom High School
KAPPA International High School
Pan American International High School at Monroe
The Bronx Compass High School
The Highbridge Green School

Manhattan
Academy for Software Engineering
Beacon School
Castle Bridge School
Central Park East II
City as School High School
Community Health Academy of the Heights (CHAH)
East Side Community School
Essex Street Academy
Frank McCourt High School
Harvest Collegiate
Humanities Preparatory Academy
Innovation Diploma Plus HS
Institute for Collaborative Education
Manhattan International High School
NYC iSchool
P.S. 353 The Neighborhood School
Satellite Academy High School
The Earth School
The Ella Baker School
The Facing History School
The James Baldwin School
Urban Academy Laboratory High School
Vanguard High School
West Side Collaborative Middle School

Queens
Academy for Careers in Television and Film
International High School
Middle College High School at LaGuardia Community College
North Queens Community High School
P.S. 71 Forest Elementary
The Flushing International High School
The International High School for Health Sciences
Voyages Preparatory South Queens

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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.