call to arms

Diane Ravitch exhorts city principals to join evaluations protest

Principals union president Ernest Logan with Diane Ravitch after Ravitch's speech to union members on Tuesday

City principals should overcome their fear and join with more than a thousand of their colleagues from across the state who oppose New York’s teacher evaluation rules, Diane Ravitch urged during a speech to the principals union Tuesday.

A group of Long Island principals launched a petition in November arguing that the state’s evaluation regulations — which require a portion of teachers’ ratings to be based on their students’ test scores — are unsupported by research, prone to errors, and too expensive at a time of budget cuts.

The petition has attracted nearly 1,300 principals from across the state, but relatively few — just over 100 — work in New York City, in a trend that has persisted since the petition’s earliest days. Sean Feeney, a Nassau County principal who drafted the petition, said in November that city principals seemed to be more afraid of jeopardizing their jobs by speaking out.

Ravitch, a frequent and outspoken critic of the Bloomberg administration’s education policies, took aim at those concerns during the kickoff event in the union’s 50th anniversary celebration. She concluded her speech by exhorting city principals to sign on to the evaluations petition.

“There is strength in numbers,” she said to the roughly 150 current and retired principals in the audience. “The DOE can’t fire you all.”

Ravitch’s speech, a scathing deconstruction of the city’s achievement claims, drew laughs and applause from the audience. Principals laughed when Ravitch suggested that “value-added” assessments of gym teachers might rely on measurements of how many push-ups students could do. And when she said that judging teachers, students, and schools by a single test each year is “simply ridiculous,” they clapped.

Hearing Ravitch describe the city’s school policies induced “cognitive dissonance” with the picture the city paints, Jeffrey Slivko, principal of M.S. 172 in Queens, told me. Slivko signed the evaluations petition last month.

The union, the Council for School Supervisors and Administrators, recruited Ravitch to speak because morale among pricnipals is low, President Ernest Logan said.

“It’s so important that we have somebody to lift us up,” he said, adding that principals together could “take back public education in this city, this state, and ultimately in this country because we are on the side of right.”

Two members of the Board of Regents, Chancellor Merryl Tisch and Kathleen Cashin, sat in the front row during the speech, held at St. Francis College in Downtown Brooklyn. Cashin in particular has been an outspoken opponent of using test scores to determine a large portion of teacher and principal ratings.

magnetic fields

Three Indianapolis schools recognized for diversity, but local efforts to integrate are still underway

PHOTO: Alan Petersime
School 27

Three Indianapolis public schools can claim a new title: 2017 National Magnet School of Distinction.

The prize, given annually by a national group promoting the themed schools, recognizes schools that boost student achievement, promote diversity, and have strong community ties. Among this year’s 244 winners nationally are Center for Inquiry Schools 2, 27, and 84, all part of the Indianapolis Public Schools district.

“Being recognized as a Magnet School of Distinction provides just one affirmation to the collective CFI School family that their philosophy, tireless work ethic, community support, and relentless journey to provide students with the absolute best inquiry based education is paying dividends to their students, to IPS, and to the larger community,” said Greg Newlin, the district’s academic improvement officer, in a statement.

The three schools use the International Baccalaureate curriculum. And their students are more likely to be white and more affluent than at the average district school. The schools’ demographics vary widely: School 27 is well integrated, with about 39 percent white students and 41 percent black students. In contrast, School 84 is nearly 83 percent white this year in a district where students of color make up 80 percent of enrollment.

That could soon change. After a series on segregation from Chalkbeat and the Indianapolis Star exposed how rules about magnet school admission gave the most privileged families in the district an edge at sought-after schools, the school board last year voted to adopt policies designed help more low-income students win admission to magnet schools. The new policies could reshape who enters the schools this fall.

“Magnet schools were born out of the civil rights movement and were intended to help school districts to reintegrate,” IPS board member Gayle Cosby said at the time. “We want to make sure that magnet schools are not actually serving a different purpose in our district.”

The award to the Indianapolis schools is the second tier that Magnet Schools of America hands out. Schools that have especially strong academic performance can earn a different title: schools of excellence.

What's your education story?

This educator sees ‘the power in being bilingual’ — and she wants her students to see it, too

PHOTO: Shaina Cavazos
Liset Gonzalez-Acosta is a the director of dual language at Global Prep Academy.

education_story_graphic

Chalkbeat journalists ask the people we come across in our work to tell us about their education stories and how learning shaped who they are today. Learn more about this series, and read other installments, here.

Liset Gonzalez-Acosta is a the director of dual language at Global Prep Academy, an innovation school housed at IPS Riverside School 44. She is part of the first round of local fellows selected to participate in a principal training program run by Relay Graduate School of Education.

I’ve been an educator now for 20 years. I was born in Cuba, and that’s where I got my bachelor’s degree. After that, I moved to Africa. My mom is a doctor, she’s a psychiatrist, and she was sent there for two years. I saw the opportunity to teach in a different place. I met my husband there, and we were married in Cape Verde, and I taught there for six years.

In a poor country like Cape Verde it was really hard for me to continue my studies because there wasn’t a university. So I started looking outside the country, and I was really fortunate to find a university in Vermont where part of their goal is to find international students who wanted to study there and were able to bring that cultural awareness to the rest of of the school.

It was an incredible experience because it was so diverse and you were able to work with people from all over the world. After that, I started looking for a (job). A school in Oregon was looking forof bilingual teachers … and that’s how I got involved in dual language, and it’s been my passion forever.

I see the power in being bilingual, and I want students to recognize you are very powerful when you can speak, write and read correctly in two languages — it’s an advantage for you.

That led me to find Mariama (Carson) by accident. We went to a conference, and I met her. She talked about this project (Global Prep Academy), and it was very interesting. Well, you know how it happens at a conference, you meet people, you say goodbye to people.

I went back to Oregon and forgot about it, and it was kind of … meant to be. I came back to a second conference, and the first person I saw was her. The last day of the conference, I called her, we sat down and talked.

So I came with my family (to Indianapolis). I really loved that the project was in the beginning because it was an opportunity to start something from the beginning. I never saw a new (dual language program) from the ground up.

One of the things that really caught my attention is how different urban education is. The real challenge started when I met the kids. They are so smart, all of them, but they come with so much baggage. It requires a lot of patience, a lot of commitment — believing that they can do it.

I would like to be more in an administrator role, with more administrator responsibilities in that sense because I see the need we have in the school. We have great teachers, but we have teachers who need to be switching their minds around to meet the needs of the kids.

I see education as the greatest equalizer for any student. It doesn’t matter where you are coming from, but if you have an education, you can achieve.

I don’t have all the answers. I have a lot of experience, but I still need to continue learning and growing as an educator. I see myself in 20 years continuing in this career path, but with more experience so that the people that I work with can reach whatever they want to reach — not just the students, but also the educators.