lesson leaders

City doubles Learning Partners program and gives some principals a raise

PHOTO: Geoff Decker
The city's Learning Partners program in action in 2014 at High School for Law and Finance. Carmen FariƱa announced she is expanding the program in the 2015-16 school year.

Chancellor Carmen Fariña is expanding her signature school-collaboration initiative, doubling its ranks and giving some principals a larger role.

Ten principals in last year’s “Learning Partners” program are getting $25,000 raises to work with groups of up to seven schools next school year in what the city is calling “Learning Partners Plus,” officials said Thursday. A total of 146 schools will participate in one of the two programs starting this fall, up from 73 schools last year.

The expansion underscores a larger shift underway at the Department of Education since Fariña took over more than 18 months ago. Fariña was critical of the school ranking system that the Bloomberg administration had used for its accountability system, which she saw as discouraging schools from working together. Under Fariña and her Learning Partners initiative, the department has pushed principals and teachers to visit other schools to learn what works there, like a new curriculum or teacher leadership models, and bring those ideas back to their own buildings.

“It is the purest form of collaboration and sharing of practices,” said J.H.S. 088 Principal Ailene Mitchell, one of the 10 principals chosen for the “plus” program. “There’s no more secrets.”

Learning Partners launched last April and expanded to 73 schools at the start of the 2013-14 school year. The schools were organized into groups of three or four led by “host” schools, whose staff visited the other schools and met regularly.

The department is evaluating both programs, officials said, but it is too early to know if they will move the needle on student achievement, with even one year’s worth of state test scores and graduation rates not yet released. Participants in 2014-15 said their school had made “positive” changes and that they feel better-connected to colleagues outside the school because of Learning Partners, according to an internal survey.

The lynchpin of the new program are the 10 school leaders, Fariña said, who are among the first group to be named “master principals” since the positions was created in the city’s new contract with the Council of School Supervisors and Administrators. In exchange for their salary boost, they will be required to coordinate visits among up to seven schools and provide other principals with monthly training. The program will be partially funded through grants from the Wallace Foundation.

“Learning Partners Plus recognizes strong leaders in our schools and utilizes them to help improve student outcomes,” Fariña said in a statement.

The master principal raises are different from merit pay bonuses that the city gives to principals and assistant principals. Those bonuses, which have gone to administrators of schools with top-ranking progress report scores in the past, are still part of the CSA contract, although Fariña is tasked with deciding how to rank the top schools in upcoming years.

As with last year, the Learning Partner cohorts in both programs are organized by grade levels. Of 35 groupings, 13 are only high schools, nine are only middle schools and seven are only elementary schools. Two groups include prekindergarten programs and the rest include schools with mixed grades. (Complete lists of schools for both programs are available below).

Most of the Learning Partner Plus host schools will be paired up with at least one school they worked with last year, although Mitchell said principals said they had more say in deciding the groupings this year. She said she was particularly excited about working with P.S. 230 in Windsor Terrace, where many students in her middle school come from.

“Now those teachers can plan with my sixth and seventh grade teachers,” Mitchell said.

All 148 of the Learning Partner schools will be able to have up to three model teachers, which are leadership positions that require extra work and come with a $7,500 raise, a department official said. The 10 host principals in Learning Partner Plus schools will be allowed to promote more teachers.

Ed Tom, principal of the Bronx Center for Science and Mathematics, said having model teachers was a highlight of last year’s program and is promoting an additional five teachers to the position this year.

“I think the biggest gains for our school community is model teachers,” Tom said.

Nearly 100 schools will be new to the programs this fall. Of the 73 schools that participated last year, 50 will be involved a second year, with some moving onto the “plus” program. Learning Partners Plus will consist of 71 schools and Learning Partners will consist of 75 schools.

Over 260 schools applied for the programs, city officials said on Thursday.

Fariña’s vision for collaboration has expanded beyond the Learning Partners programs, too. An entire office at the department is now dedicated to helping schools work together, absorbing the existing the Middle School Quality Initiative and launching Showcase Schools, a group of 17 schools that hosted tours and shared ideas directly with the department.

A complete list of Learning Partner Plus schools below. For a list of Learning Partner schools, click here.

P.S. 112 Jose Celso Barbosa, host 
P.S. 57 James Weldon Johnson
P.S. 206 Jose Celso Barbosa
Dos Puentes Elementary School
P.S. 132 Juan Pablo Duarte
Professor Juan Bosch Public School
P.S. 163 Alfred E. Smith
Samara Community School

P.S. 249 The Caton, host
P.S. 161 The Crown
New Bridges Elementary
P.S. 49 Willis Avenue
P.S. 208 Elsa Ebeling
P.S. 268 Emma Lazarus
P.S. 276 Louis Marshall

P.S. 214, Bronx, host
P.S. 109 Sedgwick
P.S. 143 Louis Armstrong
P.S. 106, Queens
J.H.S. 052 Inwood
Global Technology Preparatory
Ronald Edmonds Learning Center II

P.S. 321 William Penn, host
P.S. 009 Teunis G. Bergen
P.S. 282 Park Slope
Academy of Arts and Letters
The Maurice Sendak Community School
Sunset Park Avenues Elementary School
Riverdale Avenue Community School
Riverdale Avenue Middle School

I.S. 034 Tottenville, host
I.S. 075 Frank D. Paulo
I.S. 051 Edwin Markham
South Richmond High School I.S./P.S
I.S. 061 William A Morris
P.S. 001 Tottenville
P.S. 6 Corporal Allan F. Kivlehan School
P.S. 042 Eltingville

J.H.S. 088, host
Corona Arts and Sciences Academy
I.S. 5 – The Walter Crowley Intermediate School
Sunset Park Prep
I.S. 392
P.S. 230 Doris L. Cohen
Bronx Writing Academy

School for Global Leaders, host
M.S. 267 Math, Science & Technology
J.H.S. 383 Philippa Schuyler
The School for the Urban Environment
J.H.S. 210 Elizabeth Blackwell
Middle School for Art and Philosophy
Life Sciences Secondary School 

J.H.S. 216 George J. Ryan, host
P.S./M.S 042 R. Vernam
I.S. 254, Bronx
The Forward School
J.H.S. 185 Edward Bleeker
Village Academy

Bronx Center for Science and Mathematics, host
Bronx Leadership Academy High School
Bronx High School for Law and Community Service
Belmont Preparatory High School
Pelham Preparatory Academy
Theater Arts Production Company
Bronxdale High School

East Brooklyn Community High School, host
Brooklyn Frontiers High School
High School for Excellence and Innovation
Brooklyn Democracy Academy
Brooklyn Bridge Academy
Green School: An Academy for Environmental Careers

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.