Calling it Quits

Departing leader of Boys and Girls HS: City's turnaround plan 'doomed to fail'

Bernard Gassaway, the principal of Boys and Girls High School, said he is resigning because he does not think the city's plan to improve the school will work.

The outspoken principal of Brooklyn’s troubled Boys and Girls High School said he is stepping down because he believes the plan the city is developing to turn around the school is “doomed to fail.”

Bernard Gassaway for several months has complained that the education department has not worked with him or shown him its completed improvement plan for the school, which the state requires because Boys and Girls has performed dismally for years. Last month, Gassaway refused to sign off on the plan because officials did not present him the full document, he said.

“Whatever it is they say they’re planning is doomed to fail,” said Gassaway, who has led the Bedford-Stuyvesant school since 2009 and has opposed the city’s intervention efforts before. “And the fall guy will always be the principal.”

Gassaway’s resignation brings his tumultuous tenure at Boys and Girls to an end, and adds to the growing pressure on Mayor Bill de Blasio’s administration to describe in detail how it will prop up such struggling schools. De Blasio and schools Chancellor Carmen Fariña have said that, unlike the previous administration, they will only close such schools as a last resort after offering them robust support. But principals at troubled schools said they have been given minimal guidance so far, and the city has asked for an extension to submit its improvement plans to the state.

Though Gassaway has loudly criticized the education department for years, saying it has failed to offer him the tools he needs to turn around the school, he has attracted his own share of critics who say he has not done enough to move Boys and Girls forward. He has presided over the school as it has hemorrhaged students, maintained a graduation rate nearly 20 points below the city average, and earned an unprecedented three straight F’s on the Bloomberg-era school progress reports.

Many observers have pointed out that the Bloomberg administration shuttered schools with better records than that of Boys and Girls, suggesting that the main reason it remained open and Gassaway kept his job is the school’s alliance of politically connected backers.

“The history of the school is that the leader has figured out how to drum up the political support necessary to isolate it from any efforts by central to do something different there,” said Eric Nadelstern, a Bloomberg administration official who championed its policy of closing the lowest performing schools.

Former Chancellor Joel Klein handpicked Gassaway, a former superintendent, to try to rescue Boys and Girls. But as the school continued to struggle, Gassaway routinely criticized the department and threatened to resign, most recently after the city revealed plans to open a small high school inside the Boys and Girls building.

While Gassaway insisted that his departure was “100 percent voluntary,” he also said officials made clear that he needed to get “on board” with the city’s plan for his school. A source close to department officials said Gassaway was pressured to leave.

Department spokeswoman Devora Kaye said the city had “regularly engaged” with Gassaway since the spring as it created a plan for the school, and suggested that his departure could benefit Boys and Girls.

“A change in leadership means a new opportunity to turn around this school,” Kaye said, adding that an interim principal will take over while the city finds a permanent replacement.

Gassaway has attracted his share of critics, who say he has not done enough to improve the school during the five years he has led it.
PHOTO: Patrick Wall
Gassaway has attracted his share of critics, who say he has not done enough to improve the school during the five years he has led it.

Boys and Girls is one of about 30 bottom-ranked city schools that has yet to submit a mandated improvement plan to the state. Those plans were due in July, but the city has asked for an extension until the end of this month to file them — a delay that critics and some principals say will make it more difficult to turn around the most troubled schools.

State Education Commissioner John King said this week that the delay was “understandable” since the administration had to negotiate a new teachers contract, but that city officials must now turn their attention to the poorest performing schools.

“I expect them to have detailed plans later this fall and to move quickly to support schools in implementing those plans,” King said during a school visit in the Bronx.

Boys and Girls and one other chronically low-performing Brooklyn school, Automotive High School in Williamsburg, have been designated by the state as “out of time.” The state gave districts a short menu of intensive interventions for such schools. The city chose to put them under an “alternate governance structure,” which has involved assigning them a special superintendent who is also overseeing several other troubled high schools.

The city has also taken the unusual step of promising not to send latecomer students, who often pose extra challenges, to the two schools.

The schools are also part of a so-far unpublicized intensive-support program for 23 struggling schools that has been dubbed the “School Achievement Initiative.” While even some principals are still uncertain what sort of support the program will entail, it has involved assigning the schools “redesign” teams.

Gassaway said the team assigned to his school includes a former principal and a math and English coach, who are also responsible for three other struggling schools. The team is only able to visit each school about once a week, and it’s not clear if they have any other resources to offer, Gassaway said, adding that such support is not enough to set a seriously challenged school on a new course.

“It’s like we’re getting ready to play basketball and you’re sending me a hockey team,” Gassaway said.

Meanwhile, neither Fariña nor any of her top deputies has visited Boys and Girls this year, according to Gassaway and his brother, Caster Hall, the president of Boys and Girls’s parent association whose son attends the school.

“I emailed Ms. Fariña,” Hall said, “and I told her she needs to come out to Boys and Girls High School.”

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.